In-service training and inclusive practices: pedagogical awareness in dialogue.

Abstract

The article proposes a reflection on inclusive dimensions at school from a research-training course that chose the strategy of "critical incidents" as a tool for analysis. The dimensions that emerged have focused attention on certain constructs that today demand further meaning, such as the theme of integrated planning and the life project. Alongside this, the need to support teachers' professional awarenesses in in- progress trainings was strongly emphasized in order to prevent inclusive intentions from remaining solely on a declarative level and not forcefully finding a chance to be translated into practice. The investment in initial and in-service training that is more substantiated in terms of pedagogical frames and punctuation appears, now more than ever, as a necessary and inevitable choice.