University, Education and Professional Identities. The Case Study of Special Education Postgraduate Courses for the Didactic Support of Students with Disabilities.

Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Gianluca Amatori
Publishing Year 2020 Issue 2019/2 Language Italian
Pages 18 P. 137-154 File size 0 KB
DOI 10.3280/ess2-2019oa8660
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The subject of teachers' education has a particular perspective in the pedagogical framework. Even more so, as far as the training of specialised teachers on didactic support for students with disabilities is concerned, since the legislative and training path in relation to this professional category has been the subject of numerous changes over the last decades. The present contribution intends to illustrate an examination of the most important evolutionary phases of the educational course for specialised teachers. The results of a research conducted on 93 specialised teachers in training are presented in relation to the motivational and identity aspects, that led them to the choice of undertaking this training and work path. The empirical evidences allow us to reaffirm the importance of the close correlation between past thinking and action patterns and what is in place in practice, capable of contaminating and influencing the teachers' operating methods, as well as their own beliefs in relation to such complex profession

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Gianluca Amatori, University, Education and Professional Identities. The Case Study of Special Education Postgraduate Courses for the Didactic Support of Students with Disabilities. in "EDUCATION SCIENCES AND SOCIETY" 2/2019, pp 137-154, DOI: 10.3280/ess2-2019oa8660