Italian Journal of Health Education, Sports and Inclusive Didactics
The role of physical education and corporeality in the inclusion process: an exploratory study with special needs teachers in training.
Abstract
It was decided to carry out an exploratory study aimed at investigating the opinions of 100 teachers specializing in special educational needs at the University of Naples “Suor Orsola Benincasa”, in relation to the aspect of corporeality and motor education as an essential dimension in the inclusive process to be implemented in the school context. 100 semi-structured on-line interviews were held. It was decided to carry out an analysis of the content of the interviews (Krippendorff, 2013) adopting the Grounded Theory (Glaser & Strauss, 1967) as the theoretical and methodological substrate, with specific reference to the constructivist-epistemological paradigm (Charmaz, 2005). The qualitative analysis was supported by the use of Nvivo software (Richards, 1999). The corpus of the interviews was subjected to content analysis (Krippendorff, 2013).
The qualitative analysis of the corpus of the interviews highlights the need for providing postgraduate teachers with more specific training in the field of physical education, particularly in its inclusive purpose. While recognizing the importance of physical education in the integral formation of the person, the teachers declared themselves not very competent and, above all, that they would not put into practice actions concerning the motor dimension in their teaching activity.Keywords
Full Text:
PDF (Italiano)References
Berthoz, A. (2011). La semplessità. Torino: Codice Editor.
Berthoz, A. (1998). Il senso del movimento. McGraw-Hill Companies.
Booth, T., Ainscow, M. (2002). Index for Inclusion: Developing
Learning and Participation in Schools. United Kingdom: Wide Bay Resource Centre
Carlomagno, N., Sibilio, M., Palumbo, C. (2014). Traiettorie non lineari della ricerca didattica: le potenzialità metaforiche ed inclusive delle corporeità didattiche. Italian Journal of Special Education for Inclusion, 11(1), 129-143.
Charmaz, K. (2005). Grounded Theory in the 21st century: Applications for advancing social justice studies (pp. 507-537). In N. Denzin & Y. Lincoln (eds.). The Sage Handbook of Qualitative Research. Third Edition. Thousand Oaks, CA: SAGE Publications.
Clark, C.M., Peterson, P.L. (1986). Teachers’ Thought Processes. In M.C. Wittrock (Ed.). Han- dbook of Research on Teaching (3rd ed., 255-296). New York: Macmillan.
European Commission/EACEA/Eurydice (2013). Physical education and sport at school in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union.
Davis, B., Sumara, D., Luce-Kapler, R. (2000). Engaging Minds: Learning and Teaching in a Complex World. Mahwah: Lawren Erlbaum Associates.
Doidge, N. (2007). The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. New York: Penguin Group.
Frauenfelder, E. (2001). Pedagogia e biologia: una possibile alleanza. Napoli: Liguori. Frauenfelder, E., Rivoltella, P.C., Rossi, P.G., Sibilio, M. (2013). Bio-education, simplexity, neuroscience and enactivism. A new paradigm?. Education Sciences & Society, 4(1), 11-25.
Frauenfelder, E., Santoianni, F. (2002). Le scienze bioeducative. Prospettive di ricerca. Napoli: Liguori.
Frauenfelder, E., Santoianni F., Striano, M. (2004). Introduzione alle scienze bioeducative. Roma-Bari: Laterza Editore.
Frith, C. (2007). Inventare la mente. Come il cervello crea la nostra vita mentale (trad. it. 2009).Milano: Raffaello Cortina Editor.
Gamelli, I. (2006). Pedagogia del corpo. Educare oltre le parole. Roma: Meltemi Editore
Gamelli, I. (2011). Pedagogia del corpo. Milano: Raffaello Cortina Editore.
Gay, G., Hembrooke, H. (2004). Activity-centered Design: An Ecological Approach to Designing Smart Tools and Usable Systems. Cambridge: MIT Press.
Glaser, B. (1992). Basics of grounded theory analysis. Mill Valley, CA: Sociology Press.
Glaser, B. (1998). Doing grounded theory issues and discussions. Mill Valley, CA: Sociology Press.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Mill Valley, CA: Sociology Press.
Griffo G. (2007), L’Inclusione come strumento di tutela. In M. Mascia (Ed.). Dialogo interculturale, diritti umani e cittadinanza plurale (pp. 167:182). Venezia: Marsilio Editore.
Gomez Paloma, F. (2012). La Neuro didattica prende corpo. In M., Sibilio (Ed.). Traiettorie non lineari nella ricerca. Nuovi scenari interdisciplinari (pp. 135-140). Lecce: Pensa Editore.
Gomez Paloma, F. (2017). Embodied Cognition: Theories and Applications in Education Science. Nova Science Publishers, Incorporated.
Krippendorff, K. (2013). Content analysis. An introduction to its methodology. California, CA: Sage.
Lakoff, G., Johnson, M. (1999). Philosophy in the Flesh. The Embodied. Mind and its Chal-lenge to Western Thought. New York: Basic Books.
Legge 13 luglio 2015, n.107. Riforma del sistema nazionale di istruzione e formazione e de- lega per il riordino delle disposizioni legislative vigenti.
Lesh, R., Doerr, H. (2003). Beyond Constructivism. London: LEA.
Maturana, H.R., Varela, F.J. (1987). The tree of knowledge: The biological roots of human understanding (rev. edition). Boston: Shambhala.
Maturana, H.R., Varela, F.J. (2012). Autopoiesis and Cognition: The Realization of the Living.Holland: Reidel Publishing Company.
Merleau Ponty, M. (2002). Phenomenology of Perception. London: Routledge.
MIUR (2007). National Guidelines for the curriculum of the pre-primary school and the first cycle of Education.
MIUR (2012). National Guidelines for the curriculum of the pre-primary school and the first cycle of Education.
MIUR (2018). National Guidelines for the curriculum of the pre-primary school and the first cycle of Education.
Morin, E. (1989). La conoscenza della conoscenza. Milan: Feltrinelli Editore.
Moro, M., Alimisis D., Nespor, L. (2019). Educational Robotics in the Context of the Maker Movement. Switzerland AG: Springer.
Perla, L. (2009). L’implicito malessere ex cathedra. Quaderni di didattica della scrittura, 10, 24- 36.
Perla, L. (2010a). Didattica dell’implicito. Ciò che l’insegnante non sa. Brescia: La Scuola.
Perla, L. (2010b). Le credenze professionali dei docenti: esplicitazione ed analisi. In C., Laneve (Ed.), Ci sono dei posti vuoti in classe. Bari: Centro Pedagogico Meridionale.
Perla, L. (2013). Per una didattica dell’inclusione. Prove di formalizzazione. Lecce: Pensa MultiMedia Editore.
Rossi, P.G. (2011). Didattica enattiva. Complessità, teorie dell’azione, professionalità docente. Milano: Franco Angeli Editore.
Richards, L. (1999). Using NVivo in qualitative research. London: Sage.
Shapiro, L. (2010). Embodied Cognition. London: Routledge.
Sibilio, M. (2005). Lo sport come percorso educativo. Attività sportive e forme intellettive. Naples: Guida Editore.
Sibilio, M. (2008). Il gioco e le attività motorie e ludico-sportive: cenni storici e codici peda- gogici. Lecce: Pensa Editore.
Sibilio, M. (2011). Ricercare corporeamente in ambito educativo. Lecce: Pensa MultiMedia.
Sibilio, M. (2017). Corpo e cognizione nella didattica. In P.G. Rossi, P.C. Rivoltella (Eds.)
Sibilio, M., D’Elia, F. (2015). Didattica in movimento. L’esperienza motoria nella scuola del- l’infanzia e nella scuola primaria. Brescia: La Scuola Editore
Tinning, R. (2009). Pedagogy and Human Movement: Theory, Practice, Research. Oxon-RN: Routledge.
Tochon, F. (2000). Recherche sur la pensée des enseignants: un paradigme à maturitè. Revue Francaise de Pédagogie, 133, 129-157.
Varela, F.J., Thompson E.T., Rosch E. (1991). The Embodied Mind: Cognitive Science and Human Experience. MA: MIT Press.
Wittrock, M.C. (Ed.) (1986). Handbook of Research on Teaching (3rd ed., 255-296). New York: Macmillan.
DOI: https://doi.org/10.32043/gsd.v4i4_sup.244
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN: 2532-3296