Training inclusive teachers: internship as a context for professional growth

Abstract

Reflexivity as an intentional and systematic action constitutes a pivotal dimension in all educational professions, in particular for specialized support teachers, called to work together with a plurality of subjects in multiple fields.
Therefore, supporting the reflective processes in the initial training courses aimed at future specialized teachers becomes essential to overcome any form of technicality and to favor, multiply and amplify the opportunities for active participation by all students in the various educational proposals and the wider society. In this sense, learning to decentralize the look, rereading the practices and pedagogical choices made daily, questioning the convictions and beliefs
that guide them, to explore new opportunities for change, can be fostered and supported by the adoption of self-reflection tools capable of directing the teachers' attention to the multiple components that constitute quality inclusive educational contexts.
In this perspective, we intend to examine a training proposal addressed to future teachers of preschools specialized, carried out within the indirect internship meetings of the specialization course (a.y. 2018/2019), in which a self-reflection tool was adopted, recently developed within a broader European research project (European Agency, 2017).