EXPLORING PRE-SERVICE TEACHERS' PERSONAL EPISTEMOLOGIES ABOUT FLIPPED INCLUSION MODEL: A QUANTITATIVE RESEARCH STUDY

Abstract

Personal epistemologies, definable as the latent personal belief system, are implicated in teaching-learning processes. These implicit assumptions influence decisions and pedagogical practices (Hofer & Pintrich, 2001) considered privileged components in the investigation of teaching practice (Di Tore, 2022).

In this regard, this study aims to detect the personal epistemologies of pre-service teachers concerning the concept of Inclusion in relation to the innovative model of active teaching Flipped Inclusion, under experimentation at the University of Salerno since 2014.

Participants (= 498 pre-service teachers) were selected by the simple random sampling method from the of the Specialization Course for teachers in training. The data was analysed with the help of Artificial Intelligence, Text Mining and Latent Semantic Indexing (LSI) techniques.