1,722,758 research outputs found
Qualità dell’inclusione & inclusione di qualità. Monitoraggio e promozione della scuola inclusiva
No full textAttraverso l’intreccio costante tra teoria e prassi, il volume offre una poliedrica visione, in chiave pedagogica, dell’inclusione nelle sue dimensioni concettuali, semantica, normativa e qualitativa.
L’inclusione come processo multifattoriale e in continuo divenire, si pone come occasione di crescita consapevole per l’intera comunità educante; per tali ragioni ha bisogno da una parte di una flessibilità misurativa e dall’altra di strumenti di valutazione facilmente utilizzabili dagli insegnanti, che aiutino ad accrescere la loro coscienza e la loro cognizione al fine di progettare piani di miglioramento organizzativo e culturale secondo una prospettiva inclusiva e democratica.
Il volume si offre come utile strumento di lavoro e di riflessione per gli operatori del settore, per i futuri professionisti in formazione, per chi investe e crede nella scuola inclusiva e per coloro a cui sta a cuore lo sviluppo di contesti inclusivi, attraverso la valorizzazione e la promozione della persona e dei processi di umanizzazione della società
Tools to monitor and to evaluate inclusion: an historical review
No full textThe management of complexity in the social and educational field recalls the need for the entire teaching staff to make a constant critical reflection to interpret the changing changes that exist within micro and macro socio-cultural contexts, in order to grasp the positivity of creative and innovative stresses, but also the dangerous phenomenon of the expansion of new forms of discomfort and social disintegration, cultural and relational.
Inclusive education is a complex activity to be carried out, monitored and promoted because it is characterized by exegetical multidimensionality, plurality of interpretation and difficulties of evaluation. At national and international level, various exploratory and survey models have been promoted aimed at analyzing the implementation of the concept of inclusion and its application in school contexts.
In this contribution we will present the main tools used in Italy to evaluate the quality of school inclusion in order to underline the importance they assume for the realization of the inclusive school. It will be highlighted how in order to detect and certify the actual development, within an educational community, of an inclusive process it is necessary to identify common and shared tools that allow the detection, monitoring and therefore also the production, cooperation and reworking.
The analysis carried out compares the different tools, tracing a historical examination and an application analysis, in order to provide indications that could be useful to teachers for didactic design and evaluation
La formazione degli insegnanti e le strategie per promuovere la scuola inclusiva
Full text linkInclusive education to become a tangible reality in the educational process of today's schoolrequires concrete action and constant monitoring. Measuring inclusive quality is one of the keyfactors in its development, but surely the key element is the teachers’ class, the main and primaryproponents of inclusive education.Teachers can achieve inclusive education if properly trained and if they are offered valid measurementtools. Training teachers to promote inclusion directly in the contexts in which theyoperate and in relation to their students, means ensuring each person's educational success andprofessionally growing the teacher; instead, operating through valid measurement and monitoringtools allows a constant evaluation and the possibility of context analysis and self-analysisof educational actions.The study aims to illustrate the results of a research and training process, implemented in some schools in Palermo and the province in the 2018-2019 school year. Through the research process, the aim was to enhance the educational action of teachers as a tool to promote the school's inclusionas a community.The article presents the results of the experimentation aimed at drafting and implementing inclusive teaching practices. This contribution proposes an original inclusive path of the school system, the characteristics and results obtained in the context of research planning and teaching design are presented
TEACHERS’ TRAINING AND INCLUSIVE PROCESSES IN THE KINDERGARTEN, PRIMARY AND SECONDARY SCHOOL: A FIELD RESEARCH
No full textInclusion is a continuous process aimed to promote learning and participation of all students, opposing every kind of exclusion and helping educative contexts to take charge diversity of life contexts, interests, experiences, knowledges and competences of students.
For development of inclusive processes, teachers’ training represents a necessary change of paradigm in the secondary school that has to be even more organic and systemic. In fact, already in the report by OCSE in 2005, called “Teachers matter: attracting, development and retaining effective teachers”, it affirms that “improvement of quality of teachers’ training is a priority for the single national politics”. To renew the scholastic system and educational systems it’s fundamental starting from teachers’ training, because they have a fundamental role in the process of construction of an inclusive society.
This research is part of a wider research concerning teachers as curricular ones or teachers for support activities in the kindergarten, primary and secondary school.
This contribution focuses its attention on training in service of teachers in the kindergarten, primary and secondary school, carried out in the scholastic years 2017-18 and 2018-19, within the Teachers’ Training National Plan in several schools of Sicilian territory that involved 85 teachers.
This article is a report about the training program for teachers, known nationally as National Plan for Teachers’ Training, implemented in the Sicilian context, with particular reference to the teachers’ training for inclusion of all students. The aim of this report is testifying a procedure that, although its transitional nature, contributed to the teachers’ training in service, showing weakness and strength points that emerged during this experience.
To allow to teachers to acquire more awareness about their own educational and didactic acting, we chose to plan and to make with them, starting from specific theoretic contents of each one, an inclusive didactic practice to develop and to apply the individual inclusive competences. In the final results, we underline how, firstly, the planning process, and secondly, the realization one of inclusive didactic practices represented for teachers an analysis, reflection and confrontation moment about their own professionality and the meaning and inclusive value of the actions accomplished by them.
Among the most interesting results of the research show that: the inclusion processes improve qualitatively only if it improves the quality of training of all teachers; reflection and critical re-elaboration in an inclusive perspective are fundamental for the training of all the teachers, not only for the specialized ones; and how inclusive pedagogic and didactic methodologies are efficient only if they are transferred in everyday life
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Preservice teachers’ training through microteaching experience
No full textThe efficient teaching and the reflexive one were long recognized as desirable purposes of teachers’ training programs. Several studies demonstrated that simulated experiences inside university paths are suitable means to achieve that aim to have prepared teachers to become efficient and reflexive teachers. One of the methods more common to provide experience for teachers in training is microteaching.
The video-registration and the methodologies that use of it are increasingly used in the professional training of future teachers. The teacher's professionalism requests, in addition to theoretical or disciplinary knowledge, the ability to mobilize knowledge to organize effective responses to complex and relevant problems and the ability to reflect on one's actions. It is necessary that during the university course the teacher in training acquires specific competences and self-reflective abilities.
Dewey (1965), Grossman and McDonald (2008) support how in the initial training teachers have to approach to the practice so that they realize intense and targeted actions to experiment aspects of practice and to learn from that experience. They suggest to look back and to rethink appropriate simulated approaches to create direct experiences but in a safe context. A pedagogic approach that possibly satisfy these recommendations is microteaching, that combine experiment and reflexive analysis.
This contribution introduces a methodology for the creation of training experiences centered on the use of video recording and for the collection of data on the effect of the video on the learning of future teachers.
We present the results of a research in the academic year 2018-2019 that involved 280 students of the third year in the Course of Primary School Science of University of Palermo.
The aim is to study the effect of microteaching on the development of teaching skills of future teachers. The research investigates whether and to what extent the students, at the end of the proposed training course, believe they have acquired the ability to reflect on their inclusive actions and on the ability to manage the class in the presence of a problematic educational situation.
The analysis of registrations, as well as of questionnaires, where participants described their perceptions about activity and explained how they approached the task, reveals that microteaching simulates a performance or an acting in the classroom, allowing to a larger extent than a direct teaching to reflect, analyse and re-elaborate what they did, because it allows to view several times and to analyse better the own behaviour.
This research aims to necessity to support diffusion of innovative didactic protocols, founded above participated and reflexive training of future teachers and aimed to inclusion of all the individuals involved in learning process
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