Professionalità docente e processi di inclusione: dall'indagine sulle pratiche didattiche alla rilevazione dei bisogni formativi

Antonello Mura

;Antioco Luigi Zurru

2019-01-01

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Abstract

The aim of this research is to investigate strengths and feebleness that characterize teachers’ professional action in all school levels, focusing particular attention to some important professional dimensions, such as the meaning that teachers ascribe to inclusion, the development of classroom practices and the wellbeing conditions of pupils. The data collection, gathered with the support of the “careful view” of teachers that joined their Specialization course on didactics for pupils with disability, allows to identify the core elements of the teachers’ methodological-didactical action in school inclusive processes. Thus, important suggestions about both the evolution of the competence professional profile that teachers have nurtured, and the training needs come to attention and call for initiatives in order to enhance inclusive processes.