Inclusive education training: evaluating video-analysis as a reflective tool for pre-service support teachers

Abstract

The role of support teachers is currently facing a major innovation process
due to the shift from integration to inclusion in educational contexts. Within
this process, developing pre-service support teachers’ abilities and skills
through effective training courses is paramount. Research on this topic emphasizes the significance of beliefs and attitudes of pre-service support
teachers towards inclusive education as key factors in the management of
their future educational practices. Pre-service support teachers tend to
agree with the principles of inclusive education, but are rather skeptical
about the implementation of such a principles into real educational practices.
Besides verifying the correctness of such a picture, the paper highlights
how the video analysis of simulated lessons on inclusive subjects performed
by pre-service support teachers can promote a positive change in
trainees’ beliefs and attitudes, as it especially enables the development of a
reflective stance more open to the implementation of inclusive principles
in everyday educational practices.