Guidelines for inclusive teacher training

Abstract

Considering the inclusive challenges school requires today, connected to the need for community, inclusion, respect for diversity, it is necessary to increase a culture of self-evaluation in teachers, so as to generate awareness and plan teaching improvement.

From the very beginning of initial training, it is necessary to measure and monitor a complex construct such as that of ‘inclusion’, so that teachers develop reflexivity, awareness and better understand the socio-cultural context in which they act, and the effects they produce in pupils.

In this perspective, a survey of perceptions on inclusive action was conducted on a sample of 443 in service support teachers working in Sicily. Detection and monitoring have been aimed at promoting the assumption of responsibility by support teachers, in the belief that this is the only possible way to activate timely and effective interventions to encourage the learning process and the recognition of the educational needs of each and every pupil.

This work is the result of a research path carried out thanks to the funding of a scholarship from the Department of Psychological, Pedagogical Sciences, Physical Exercise and Training, of the University of Palermo, entitled "Best practices and tools of analysis in schools and community contexts: learning, teaching & inclusion", started in March 2019 and of which the initial data collection phase is reported here.