Training teachers in the assessment of contextual and socio-emotional variables in order to design inclusive learning paths

Abstract

This study describes a training pathway undertaken with 114 teachers following an SEN course, that focused on the assessment of certain contextual and socio-emotional variables. The teachers were involved in a research-training project for the Italian validation of the Comprehensive School Climate Inventory and the Resilient Attitude Assessment Questionnaire (Biasi, Castellana, De Vincenzo 2023, 2022a). After sharing the theoretical framework of the constructs with the course participants, each teacher administered the questionnaires in their internship class as a support to the analysis of the personal and contextual factors included in the ICF design. Once the findings were returned, methodological guidelines for reading the data as well as operational procedures for intervention were provided. Teachers were requested to write a report and share it with the other teachers in order to plan teaching activities. The positive involvement of the teachers and a renewed focus on the class needs emerged from the reports and self-assessment questionnaires.