Reflective and research practices in “hybrid teacher education programmes” for future learning support teachers

Abstract

The article presents an itinerary proposed to guide the teaching practice envisaged in part fulfilment of the course requirements for the acquisition of the warrant of Learning Support Teachers, held at the University of Salerno. Considering the complexity due to the COVID-19 Pandemic, a flexible approach was adopted so as to allow the course participants to carry out their teaching practice in hybrid mode, in person or remotely, based on the availability of the various schools. This turned out to be a unique opportunity for the structuring of a reflective itinerary to be used in parallel with the action-research activities planned. The circumstances were deemed suitable to analyse educational practices in a moment characterised by unprecedented complexity. In addition, it provided for a critical and constructive inquiry-based approach through the identification of effective and feasible solutions within a situated learning opportunity based on a cyclical research-training-action model.