THE TRAINING OF TRAINERS OF THE SPECIALIZATION COURSE IN SPECIAL EDUCATIONAL NEEDS. THE TURIN EXPERIENCE OF THE UNIVERSITY COURSE OF PROFESSIONAL DEVELOPMENT (CUAP) “EXPERT IN THE PROCESSES OF INCLUSIVE EDUCATION”

Paola Damiani, Natascia Curto, Alessandro Monchietto, Cecilia Marchisio

Abstract


The article illustrates the elements characterizing the University Course of Professional Development (CUAP) “Expert in the processes of inclusive education” held in the academic year 2020-2021 at the Department of Philosophy and Educational Sciences of the University of Turin, in response to the need to promote the development of the competences of teachers with a university qualification in special educational needs through the enhancement of their trainers' competences, with particular reference to those in charge of the laboratory activities of the specialization courses.


Full Text:

PDF (Italiano)

References


Aiello, P., Sharma, U., Di Gennaro, D., Dimitrov, D., Pace, E. M., Zollo, I., & Sibilio, M. (2019). A study on Italian teachers’ sentiments, attitudes and concerns towards inclusive education. Formazione, lavoro, persona, 20, pp. 10–24.

Berthoz, A. (2009). La simplexité, Paris: Odile Jacob.

Bocci, F. (2021). Pedagogia Speciale come Pedagogia Inclusiva. Itinerari istituenti di un modo di essere della scienza dell’educazione, Milano: Guerini Scientifica.

Buitink, J., Research on teacher thinking and implications for teacher training, in “European Journal of Teacher Education”, 16(3), 1993, pp. 195-203.

Cardarello, R., Martini, M. C., Antonietti, M. (2009). La voce degli insegnanti: competenze per insegnare nella scuola di base. In G. Domenici, R. Semeraro (eds.), Le nuove sfide della ricerca didattica tra sfide, comunità sociali e culture (pp. 587-604). Roma: Monolite.

Chignoli, V., Leone, E., Carbone, F., Carotenuto, A., & De Lorenzi, A. (2020). Le competenze trasversali nella formazione universitaria: un percorso online di sviluppo delle soft skills per l’inserimento nel mondo del lavoro dei giovani neolaureati. Reports on E-Learning, Media and Education Meetings, 8(1), pp. 76-81.

Clark, C., Lampert, M., The study of teacher thinking: Implications for teacher education, in “Journal of teacher education”, 37(5), 1986, pp. 27-31.

Cleary, M., Flynn, R. & Thomasson, S. (2006). Employability skills from framework to practice: An introductory guide for trainers and assessors. Canberra, Australia: Department of Education, Science and Training

Fabbri, L. (2007). Comunità di pratiche e apprendimento riflessivo. Roma: Carocci.

Fabbri, L., Bracci F., Romano A. (2021). Apprendimento trasformativo, ricerca collaborativa e approccio practice-based. Una proposta per lo sviluppo professionale dell’insegnante “Annali on-line della Didattica e della Formazione Docente” Vol. 13, n. 21/2021, pp. 39-68.

Fiorucci, A. (2019). Inclusione, disabilità e formazione docenti. Uno studio sulla rilevazione degli atteggiamenti e dei fattori associati in un gruppo di futuri insegnanti. La scala OFAID. Italian Journal of Special Education for Inclusion, 7(2), pp. 271–293.

Gephart, M.A., Marsick, V.J. (2016). Strategic Organizational Learning: Using System Dynamics for Innovation and Sustained Performance. New York: Springer.

Gopalaswamy, R., Mahadevan, R. (2010). The ace of soft skills attitude communication and etiquette for success. India: Pearson Education.

Melacarne, C., Orefice, C., Giampaolo, M., (2018), Supporting Key Competences and Soft Skill in Higher education, in Federighi P. (a cura di) Educazione in età adulta, Firenze University Press, pp. 181-186

Perla, L. (2015), Learning and teaching in Research & Training.The possible mediation, in “Pedagogia oggi”, 2, 2015, pp. 152-169.

Perrenoud, Ph. (1999). Dix nouvelles compétences pour enseigner. Paris: ESF.

Robles, M.M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business Communication Quarterly, 75(4)

Romano, A., Rullo, M., & Petruccioli, R. (2021). The assessment of learning outcomes and core competencies of inclusive education teachers. A pilot study. FORM@RE, 1, 188-203.

Savia, G. (2015), Universal Design for Learning nel contesto italiano, in G. Savia (a cura di), Universal Design for Learning. Progettazione universale per l’apprendimento e didattica inclusiva, Trento: Erickson, 2016.

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of research in special educational needs, 12(1), pp. 12–21.

Tino, C., Fedeli, M. (2015), I bisogni formativi dei docenti nella complessa realtà scolastica di oggi, Giornale Italiano della Ricerca Educativa – Italian Journal of Educational Research, Pensa MultiMedia Editore, pp. 265-286.

Treleaven, L. & Voola, R. (2008). Integrating the Development of Graduate Attributes Through Constructive Alignment. Journal of Marketing Education, 30 (2), pp.160-173

Sibilio, M. (2017), Simplexité et vicariance en didactique, in A. Minzoni & É. Mounoud, a cura di, Actes du Colloque “Simplexité et modèles opérationnels”, Paris, CNRS Édition, pp. 183-202. 12

Taylor, E. W. & Cranton, P. (Eds.) (2012). Handbook of transformative learning: Theory, research and practice. San Francisco: Jossey-Bass

Suchman, L. A. (1987). Plans and Situated Actions: The problem of human-machine communication. Cambridge: Cambridge University Press.

Yorke, M., Knight, P.T. (2004). Embedding employability into the curriculum, Learning and Employability.




DOI: https://doi.org/10.32043/gsd.v5i4.586

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
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