The motivation of future support teachers.

The role of values for quality, equitable and inclusive education.

Abstract

The Index for Inclusion and the Profile of the Inclusive Teachers (Booth & Ainscow, 2014; EASDNE, 2012) highlight the pivotal role of the value dimension in guiding the teacher's action towards an equitable and sustainable society, especially in light of the increase in cases of exclusion of pupils with disabilities in the pandemic and post-pandemic period (ISTAT, 2020). Many longitudinal and cross-sectional studies have shown that altruistic and intrinsic values underpin the motivation to enter the profession and are crucial for inclusive action. In light of this, this article aims to present the results of a survey of a sample of future learning support teachers in order to investigate the role of values among the factors affecting motivation to become a teacher. The results show high averages in the area of altruistic and intrinsic values, with a significant difference tending towards extrinsic motivation for the sample enrolled in the specialisation course for secondary schools.