Teachers Confidence and Inclusion Practices: Is There a Connection?
Elisa De Carlo, Andrea Fiorucci, Dina Guglielmi, Emanuela Ingusci, Giovanna Alessia Sternativo, Fulvio Signore
Teachers represent a fundamental resource for the full development of personal autonomy and the development of one’s life project, they can affect not only learning but also real inclusion processes. Recent empirical evidence has shown the importance of exploring the link between teachers’ beliefs and certain school outcomes. Based on these assumptions, this study aimed to explore the relationship between belief in the potential of teaching interventions, inclusion practices and life crafting. This is a preliminary study, conducted in the period between May and September 2023, on N = 150 teachers teaching in two technical-professional institutes in Southern Italy. From a theoretical point of view, the results help explain that confidence in teaching potential affects the inclusion practices implemented by teachers and that life crafting supports this relationship. From a practical point of view, the study offers several implications, including the implementation of interventions or training courses aimed at enhancing teachers’ resources.
Keywords
Inclusion practices, Confidence, Teachers’ beliefs, Life crafting, Teacher interventions, Teaching strategies.
