Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

Articles/Articoli

Vol. 13 No. 2 (2022): Special Pedagogy and Special Didactics for an innovative school and an inclusive education

What educational-didactic coordinates for the support teacher in the perspective of an innovative school? New paths of educational research to enhance and enhance the existential complexities

DOI
https://doi.org/10.3280/ess2-2022oa14575
Submitted
settembre 11, 2022
Published
2022-12-20

Abstract

The role of teachers, and specifically those of support, is increasingly important in the new horizons and new strategies desired by the PNRR in response to the pandemic crisis that has affected every dimension of public and private life and which requires a new vision of contexts. of training that are respectful of the new needs of social justice and inclusion. In this direction, the reflections of this contribution move, which point the magnifying glass on new functional paradigms aimed at redesigning a new ethical awareness that rests on broad and informed skills that are necessary for the design of inclusive learning contexts.

References

  1. Aparecida Capellini S. and Giaconi C. (2015). Conoscere per includere. Riflessioni e linee operative per professionisti in formazione. Milano: FrancoAngeli.
  2. Ausubel D.P. (1998). Educazione e processi cognitivi. Guida psicologica per gli insegnanti. Milano: FrancoAngeli.
  3. Brookfield S. D. (2017). Becoming a critically reflective teacher. Hoboken: John Wiley & Sons.
  4. Calderhead J. (1987). The quality of reflection in student teachers’ professional learning. European Journal of Teacher Education, 10(3): 269-278.
  5. Kelchtermans G., Smith K. and Vanderlinde R. (2018). Towards an ‘international forum for teacher educator development’: An agenda for research and action. European Journal of Teacher Education, 41(1): 120-134.
  6. LaBoskey V. K. (2002). Teaching to teach with purpose and passion: Pedagogy for reflective practice. In Teaching about teaching (pp. 164-177). London: Falmer Press.
  7. Loughran J. J. and Russell T. (Eds.) (2002). Improving teacher education practices through self-study (pp. 239-248). London: Falmer Press.
  8. Moon J. A. (1999). Reflection in learning and professional development: Theory and practice. London: Routledge.
  9. Moon J. (2004). Using reflective learning to improve the impact of short courses and workshops. Journal of continuing Education in the Health Professions, 24(1): 4-11.
  10. Munby H., Russell T. & Martin A. K. (2001). Teachers’ knowledge and how it develops. In: V. Richardson (Ed.). Handbook of research on teaching (4th edn) (Washington, DC, American Educational Research Association), 877-904.
  11. Russell T. (2005). Can reflective practice be taught?. Reflective practice, 6(2): 199-204.
  12. Russell T. (2018). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1): 4-14.
  13. Schön D. A. (1983). The reflective practitioner: how professionals think in action. Basic Books.
  14. Cantor P., Osher D., Berg J., Steyer L. and Rose T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 22(2): 1-31.
  15. Carter P. and Darling-Hammond L. (2016). Teaching diverse learners. In D. H. Gi-tomer and C. Bell (Eds.). Handbook of research on teaching (5th ed., pp. 593-638). Washington, DC: American Educational Research Association.
  16. Center on the Developing Child (2016). From best practices to breakthrough impacts: A science-based approach to building a more promising future for young children and families. Cambridge, MA: Harvard University, Center on the Developing Child.
  17. Cornford R. (2002). Reflective teaching: empirical research findings and some implications for teacher education. Journal of Vocational Education & Training, 54(2): 219-236.
  18. D’Alonzo L. (2014). Disabilità, obiettivo libertà. Brescia: La Scuola.
  19. D’Alonzo L. (2016). Marginalità e apprendimento. Brescia: Ed. Morcelliana.
  20. D’Alonzo L. (2017). La differenziazione didattica per l’inclusione. Trento: Erickson.
  21. D’Alonzo L. (2018). Dizionario di pedagogia speciale. Brescia: Scholé.
  22. D’Alonzo L. (2018). Pedagogia speciale per l’inclusione. Brescia: Ed. Morcelliana.
  23. Dainese R. (2016). Educazione inclusiva, inserimento educativo. Le sfide della pedagogia speciale e la didattica per l'inclusione. Milano: FrancoAngeli.
  24. Darling-Hammond L., Cook-Harvey C., Flook L., Gardner M. and Melnick H. (2018). With the Whole Child in Mind: Insights from the Comer School Development Program. Alexandria, VA.
  25. Darling-Hammond L., Flook L., Cook-Harvey C., Barron B. and Osher D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2): 97-140.
  26. Florian L. (2008). Inclusion: special or inclusive education: future trends. British Journal of Special Education, 35(4): 202‐208.
  27. Galanti M.A., Giaconi C., Zappaterra T. (2021). Didactics and planning: stories and evolutive traces towards inclusion. Italian Journal of Special Education for Inclusion, 9(1): 7‐14. Doi: 10.7346/sipes-01-2021-01.
  28. Gardner H. (2005). Educazione e sviluppo della mente. Trento: Erickson.
  29. Gardou C. (2006). Diversità, vulnerabilità e handicap. Per una nuova cultura della disabilità. Trento: Erickson (Edizione originale 2005).
  30. Gardou C. (2016). Nessuna vita è minuscola. Per una società inclusiva. Milano: Mondadori Università (Edizione originale 2015).
  31. Gaspari P. (2012). La pedagogia speciale e l’educatore professionale in prospettiva inclusiva. Roma: Anicia.
  32. Gaspari P. (2021). Cura educativa, relazione d’aiuto e inclusione. Le categorie fondative della pedagogia speciale nelle professionalità educative. Roma: Anicia.
  33. Guy-Evans O. (2020). Bronfenbrenner’s Ecological Systems Theory. Simply Psychology. https://www.simplypsychology.org/Bronfenbrenner.html.
  34. Kelchtermans Geert, Kari S. and Vanderlinde R. (2017). Towards an “International Forum for Teacher Educator Development”: An Agenda for Research and Action. European Journal of Teacher Education, 41(1): 120-134.
  35. Mankki V., Mäkinen M. and Mäkinen P. (2019). Teacher educators’ predictability and student selection paradigms in entrance examinations for the Finnish Primary School Teacher Education programme. European Journal of Teacher Education. https://www.tandfonline.com/loi/cete20.
  36. Mura A. and Zurru, A.L. (2019). Professionalità docente e processi di inclusione: dall’indagine sulle pratiche didattiche alla rilevazione dei bisogni formativi. L’integrazione Scolastica e Sociale, 18(3): 43-57.
  37. Murdaca A.M., Dainese R., Maggiolini S. (2021). Pedagogia speciale e pedagogia dell’inclusione. Tra identità e differenze. Italian Journal of Special Education for Inclusion, 9(1): 49-53.
  38. Murdaca A.M., Oliva P. e Panarello P. (2016). L’insegnate inclusivo. Fattori individuali, percezione della disabilità e strategie didattiche. Formazione & Insegnamento, 14.
  39. Noguera P., Darling-Hammond L. and Friedlaender D. (2017). Equal opportunity for deeper learning. In: R. Heller, R. Wolfe, & A. Steinberg (Eds.). Rethinking readiness: Deeper learning for 1986 What is Bronfenbrenner’s Ecological Systems Theory? (2019, May 3). Cambridge: Harvard Education.
  40. Qvortrup A. and Qvortrup L. (2018). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 22(7): 803-817.
  41. Richter E., Brunner M. and Richter D. (2021). Teacher educators’ task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 101(3), 103303. Doi: 10.1016/j.tate.2021.103303.

Metrics

Metrics Loading ...