Il ruolo dell’autoefficacia sugli atteggiamenti dei docenti verso l’inclusione degli alunni con disabilità: un confronto tra insegnanti curricolari e insegnanti di sostegno
DOI:
https://doi.org/10.7346/-fei-XX-03-22_12Palabras clave:
Atteggiamenti degli insegnanti, Autoefficacia degli insegnanti, Educazione Inclusiva, Insegnanti di sostegno, Insegnanti curricolariResumen
Nei contesti educativi, gli atteggiamenti dei docenti verso l’inclusione sono considerati elementi cruciali per l’implementazione di effettive pratiche inclusive. Il senso di autoefficacia degli insegnanti è ritenuto uno dei fattori più rilevanti alla base delle loro intenzioni di attuare diverse strategie didattiche per l’inclusione di tutti gli studenti, in particolare degli alunni con disabilità e bisogni educativi speciali. Sebbene la letteratura indichi che gli insegnanti hanno atteggiamenti positivi verso l’inclusione, gli studi incentrati su tali atteggiamenti mostrano risultati incoerenti rispetto al ruolo e alla correlazione tra i diversi fattori che li determinano. Lo scopo del presente studio è quello di indagare gli atteggiamenti degli insegnanti prendendo in considerazione, come fattori determinanti, il ruolo ricoperto (insegnante curricolare o di sostegno) e l’autoefficacia, con un’ulteriore analisi sulla relazione che lega i due fattori. I risultati mostrano differenze significative rispetto al ruolo che hanno questi due fattori nel determinare gli atteggiamenti dei docenti.
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