Specializing online during the pandemic: an exploratory survey on support teachers in the initial training phase
DOI:
https://doi.org/10.7346/sird-012022-p76Keywords:
support teacher, incoming training, professional role, pandemic, inclusionAbstract
The paper aims to deepen the characteristics, training needs and critical issues related to the initial training of the support teachers in the era of the Covid-19 pandemic. The first part offers a synthetic theoretical framework about the problem. The second part presents the results, still in the initial phase of elaboration, of an exploratory survey conducted among some students attending the active training internship (TFA, fifth cycle) at the University of Foggia. An initial analysis of the results reveals the profile of a rather motivated aspiring support teacher, eager to acquire new skills, with a good level of confidence in technology. The article proposes, in the final part, paths for reflection and action that can be used by training designers
and academic decision makers in order to optimize future specialization training for support teachers, at multiple levels.
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Copyright (c) 2022 Pierpaolo Limone, Maria Grazia Simone
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