Teachers’ professionalism and inclusive processes: From an investigation on Didactic practices to the identification of training needs
Antonello Mura, Antioco Luigi Zurru
The aim of this research is to investigate the strengths and weaknesses that characterise teachers’ professional activity at all school levels, focusing particular attention on several important professional dimensions, such as the meaning that teachers ascribe to inclusion, the development of classroom practices and the wellbeing of pupils.
The data collection, gathered under the «careful watch» of teachers who attended a specialisation course in didactics for pupils with disabilities, allows us to identify the core elements of teachers’ methodological and didactic activity in school inclusive processes.
Thus, important suggestions about both the evolution of the professional profile of competences that teachers have nurtured and their training needs have come to light and call for initiatives in order to enhance inclusive processes.
Keywords
Teachers’ professionalism, disability, inclusive education, special education, specialised teacher, school
