Teacher training as a shared self-transformative process: some critical reflections

Abstract

Teachers’training of support and curricular activities represents a topic of particular importance which has been object, over the last few years, of several critical reflections and legislative interventions. Despite the efforts made by various scholars, we have not yet achieved, a solid and univocal vision of the functions, skills and role of the support teacher within the inclusive team. After focusing on some existing positions on the delicate issue, our work highlights the importance of adopting innovative training paths based on improving self‐reflection skills. The direct and indirect internship activities can play a central role to improve educational‐co‐responsibility teaching between curricular and support teachers. In particular, action‐research itineraries, good practices and renewed project proposals can enhance the building of inclusive educational contexts.