Developing the ethical capacity of the teacher: a training proposal inspired by the ECS paradigm

Authors

DOI:

https://doi.org/10.7346/sipes-02-2024-17

Abstract

This contribution highlights how important it is, especially in a context of continuous social and technological change such as the one we are currently experiencing, to introduce training courses that work on the development of teachers' ethical capacity, as this would guarantee greater professionalism, integrity and responsibility, crucial aspects of the teaching role that are often neglected in favour of quantitative parameters. Therefore, a training proposal inspired by the ECS paradigm is outlined, based on workshops on self-awareness techniques and the HDW workshop to develop teachers' ethical capacity to be integrated in the training contexts of support teachers as well as in the initial and in-service training of curricular teachers. These training workshops aim to create more aware, empathetic and inclusive teachers, capable of fostering a positive and welcoming school environment for all students, thanks to the building of trusting relationships between teachers and pupils, respecting diversity and strengthening school inclusion.

Author Biographies

Antonio Cuccaro, University Niccolò Cusano

Antonio Cuccaro, PhD Student in Epistemology and neuroscience applied in Education is a Pedagogist of disability and marginality, trainer, Teacher specialised in support activities for secondary school, Special Pedagogy Subject Tutor at the University of Cassino and Lazio Meridionale, Pedagogical Coordinator of the Ambito Territoriale Sociale 10 of Fabriano.

Chiara Gentilozzi, Niccolò Cusano University

Chiara Gentilozzi is a PhD Student in ‘Epistemology and Neuroscience Applied in Education’ at the Università degli Studi Niccolò Cusano and Adjunct Professor of Inclusion Didactics and Pedagogy of Adapted Motor Activities in the degree course of Exercise Science for Wellbeing and Health at the eCampus University, Adjunct professor of Motor Education in the Primary Education Sciences degree course at the University of Macerata.. He is a member of the TIncTec research centre at the University of Macerata. His main research interests concern embodiment and school inclusion.

Davide Brancato, University of Cassino and Southern Latium

Davide Brancato is a Phd Student in Educational Models and Contexts: Sport, Inclusion and Technologies, at the University of Cassino and Lazio Meridionale, and lecturer in Special Pedagogy.

Paola Damiani, University of Modena and Reggio Emilia

Associate Professor of Special Pedagogy and Didactics for Inclusion at the Department of Education and Human Sciences, University of Modena and Reggio Emilia (Unimore). Delegate of the Department for students with disabilities and DSA, she is currently Director of Specialisation Courses for support activities for students with disabilities. She is involved in research and training on the topics of inclusive pedagogy and didactics and Faculty Development; her interests are aimed at improving inclusive processes, learning and participation, through an inter- and transdisciplinary approach that pays attention to the personal dimensions of education professionals as essential contextual factors. In recent years, together with her colleague Filippo Gomez Paloma, she has dedicated herself to the study of the relationship between neuroscience, pedagogy and didactics, with particular reference to Embodied Cognition. She is the author of numerous scientific publications and institutional tools and documents for the support of inclusive processes at school and academic level.

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Published

2024-12-30

Issue

Vol. 12 No. 2 (2024): Italian Journal of Special Education for Inclusion

Section

ARTICOLI

License

Copyright (c) 2025 Antonio Cuccaro, Chiara Gentilozzi, Davide Brancato, Paola Damiani

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.