Abstract
This case study intends to investigate the Libyan teacher’s qualitative feedback concerning a hybrid teaching trainer course aimed at developing new teaching practices. Therefore, in the first part we discuss the theoretical framework for the development of a curricular proposal for the teaching of Italian as an optional language for students in the last three grades of secondary school in Libya and the language teaching training of their Libyan teachers. In the second part we introduce qualitative research in order to highlight critical teaching aspects useful to orient the new model of Italian language teacher training towards a type of learning that is methodologically appropriate for the achievement of realistic goals.
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