Formare l’insegnante specializzato: l’esperienza inclusiva dei laboratori nel corso di specializzazione per il sostegno

Autori

  • Mirca Montanari
  • Giorgia Ruzzante

DOI:

https://doi.org/10.7346/sipes-01-2020-24

Abstract

This paper aims to give relevance to the inclusive perspective as a socio-cultural paradigm, open
to the complexity of the post-modern world, must be able to enhance differences by innovating
the school organization and overcoming the traditional didactic approach, in order to guarantee
education for each and every pupil. Inclusive education requires the support teacher, as an inclusive
teacher, be able to build and renew his/her training in an open and pluralistic way. The adoption
of an skilled professional habitus can be enhanced by the experience of the laboratories
activated within the specialization course for support teachers, with a particular focus on the
one related to the Educational Didactic Laboratory which gives the possibility to teachers in their
early training to develop inclusive values and educational tools.

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Pubblicato

2020-06-30

Fascicolo

Sezione

III. ESITI DI RICERCA (a. ricerca qualitativa e quantitativa; b. Strumenti e metodologie)