"We need to redefine the role of the teacher from that of the transmitter of knowledge to that of a researcher, co-learner, and partner in the process of constructing knowledge"

Loris Malaguzzi calls for a profound transformation in the way educators are perceived and in how they interact with children. Rather than viewing teachers as mere sources of information, he advocates for a role where teachers are active participants in the lifelong journey of learning. By emphasizing the teacher as a researcher, Malaguzzi encourages educators to engage in ongoing inquiry, reflection, and adaptation. They observe, listen, and document the interests, questions, and processes exhibited by their students, using this understanding to tailor learning experiences that are responsive and meaningful.

As co-learners, teachers are not positioned above students but beside them, sharing curiosity and wonder. This acknowledgement of mutual learning breaks down hierarchical barriers and fosters authentic relationships founded on respect, empathy, and trust. Teachers model the dispositions they wish to cultivate in children, openness, humility, and the readiness to explore the unknown. Such an approach values the unpredictability and creativity inherent in the learning process, accepting that both adult and child bring essential perspectives and insights.

The idea of partnership in constructing knowledge recognizes that understanding is not simply handed over from teacher to learner. Instead, knowledge is built collaboratively through dialogue, exploration, and shared discovery. Learning becomes a dynamic process, responsive to the interests and experiences of everyone involved. Teachers design rich, provocative environments and experiences, listen and respond to children's ideas, and encourage self-expression and collaboration among peers.

By redefining the teacher’s role in this way, Malaguzzi envisions schools as vibrant learning communities where everyone is engaged in research and creation. This perspective challenges traditional educational paradigms and raises the status of both teachers and students, affirming the value of their voices, questions, and contributions. It suggests that education’s true potential is realized when teachers and learners are united in their search for meaning and understanding.