Preparare gli insegnanti della scuola primaria alle classi multiculturali: Costruire un'identità professionale orientata all'inclusione
Parole chiave:
Identità professionale, Multiculturalità, Riflessività, Formazione primaria, InclusioneAbstract
Secondo il rapporto 2025 TALIS dell’OECD, la percentuale di studenti immigrati o con background migratorio è aumentata in media di 10 punti percentuali nei Paesi OCSE dal 2018. In Italia, il 38% degli insegnanti lavora in scuole dove l’italiano non è la prima lingua per più del 10% degli studenti e il 38% insegna in scuole in cui almeno l’1% degli studenti è costituito da rifugiati. Ciò evidenzia l’urgenza di una formazione iniziale che prepari i futuri docenti a rispondere a bisogni di apprendimento diversificati e ad adottare pratiche didattiche inclusive. L’identità docente, intesa come un processo complesso e dinamico plasmato da valori, esperienze e pratiche educative, costituisce una dimensione fondamentale. Questo studio esplorativo analizza in che misura i corsi di formazione per insegnanti della primaria integrino tali dimensioni per preparare i futuri docenti a classi multiculturali. I dati derivano dall’analisi del programma di un corso di laurea quinquennale in Scienze della Formazione Primaria in Italia. I risultati mostrano alcuni allineamenti tra contenuti formativi e competenze richieste nelle scuole attuali, ma mettono anche in luce come l’offerta attuale non sia ancora sufficiente a preparare pienamente i futuri docenti ad affrontare contesti multiculturali. L’articolo conclude proponendo suggerimenti per rendere i percorsi formativi più responsivi.
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