Un profilo inclusivo per il docente di sostegno in formazione: l’efficacia del corso di specializzazione dell’Ateneo di Torino

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Rosa Bellacicco
Anno di pubblicazione 2019 Fascicolo 2019/1 Lingua Italiano
Numero pagine 22 P. 135-156 Dimensione file 0 KB
DOI 10.3280/ess1-2019oa7536
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Vedi l'articolo Scarica l'articolo open access

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

Developing competences for inclusive education in future support teachers is essential to ensure that they become not only experts in interventions on students with disabilities but are prepared to face the broad challenges of the school of differences. This study examined the effectiveness of the specialization program in Special Education organised by the University of Turin (2016/17) in enhancing teachers’competences and knowledge on inclusion. The teaching strategies used during the program, which were more associated with this purpose, and the application of acquired skills in classroom were also examined. 180 teachers participated in the survey, completing a questionnaire based on the Profile of inclusive teachers (EADSNE, 2012). The results indicate that the program had positive effects, moderate-to-large, in increasing teachers' competences and knowledge on inclusion. In addition, most of the trainees was also able to implement these in schools. Regarding the teaching practices, the opportunity of dialogue with other trainees, and the teaching experience in school placements were perceived by participants as the most incisive.;

Keywords:teacher training; support teachers; inclusion; disability; perceived competence

  • La formazione iniziale degli insegnanti di sostegno. Esiti di un'indagine esplorativa sulle credenze professionali e i bisogni formativi degli specializzandi dell'Università del Molise Filippo Bruni, Livia Petti, Marta De Angelis, in EDUCATION SCIENCES AND SOCIETY 2/2022 pp.91
    DOI: 10.3280/ess2-2022oa14516
  • Future support teachers' opinions about their role on inclusion of students with ASD. An exploratory study to determine training impact Emanuela Zappalà, Paola Aiello, in EDUCATION SCIENCES AND SOCIETY 1/2023 pp.342
    DOI: 10.3280/ess1-2023oa15285

Rosa Bellacicco, Un profilo inclusivo per il docente di sostegno in formazione: l’efficacia del corso di specializzazione dell’Ateneo di Torino in "EDUCATION SCIENCES AND SOCIETY" 1/2019, pp 135-156, DOI: 10.3280/ess1-2019oa7536