Personalizzazione, Riflessività e Valutazione Autentica. Le tre dimensioni della professionalità docente nella scuola delle competenze

This contribution explores the reconfiguration of teaching professionalism within the framework of competence-based education, with particular attention to its ethical, epistemological, and operational implications. In an educational system marked by increasing social complexity and demands for the democratization of knowledge, teachers are urged to rethink their role in a reflective and design-oriented perspective, combining pedagogical intentionality with formative responsibility. The analysis revolves around three foundational dimensions: reflectivity as a metacognitive practice and a strategy for navigating uncertainty; personalization of learning paths as a lever for substantial equity and the valorization of student subjectivity; and authentic assessment, supported by intentionally designed digital environments, as a regulatory, transformative, and dialogical tool. This framework shapes the figure of the teacher as a mediator of meaning, whose commitment to building inclusive educational contexts is accompanied by the ability to consciously navigate the tensions between institutional norms, educational goals, and the accessibility of knowledge.