The theme of support teachers’ competencies continues to be one of the issue still debated when school is intended as a vector for promoting inclusive processes. In line with this debate, the authors of this paper – after a brief reflection on the issue – discuss some data relating to the expectations of a group of trainees attending the 5th cycle of Specialization for support teaching. In particular, trainees were asked which competencies they expect to acquire during the training course in order to increase their professionalism and become inclusive teachers. As indicated in the paper, among these competencies emerge the management ones and those relating to teaching methodologies which, according to trainees, must be flexible and creative. Not surprisingly, their responses highlight that the acquisition of specific skills – which aim at promoting inclusion – is the main motivation that led them to attend the course, despite many of them have already being teachers for some time.

Bocci, F., Guerini, I., Travaglini, A. (2021). Le competenze dell’insegnante inclusivo. Riflessioni sulla formazione iniziale tra aspettative e conferme. FORM@RE, 21(1), 8-23 [10.13128/form-10463].

Le competenze dell’insegnante inclusivo. Riflessioni sulla formazione iniziale tra aspettative e conferme

BOCCI Fabio;GUERINI Ines;Travaglini Alessia
2021-01-01

Abstract

The theme of support teachers’ competencies continues to be one of the issue still debated when school is intended as a vector for promoting inclusive processes. In line with this debate, the authors of this paper – after a brief reflection on the issue – discuss some data relating to the expectations of a group of trainees attending the 5th cycle of Specialization for support teaching. In particular, trainees were asked which competencies they expect to acquire during the training course in order to increase their professionalism and become inclusive teachers. As indicated in the paper, among these competencies emerge the management ones and those relating to teaching methodologies which, according to trainees, must be flexible and creative. Not surprisingly, their responses highlight that the acquisition of specific skills – which aim at promoting inclusion – is the main motivation that led them to attend the course, despite many of them have already being teachers for some time.
Bocci, F., Guerini, I., Travaglini, A. (2021). Le competenze dell’insegnante inclusivo. Riflessioni sulla formazione iniziale tra aspettative e conferme. FORM@RE, 21(1), 8-23 [10.13128/form-10463].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/387512
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