This paper presents a study on the implicit dimensions that influence teacher agency and is aimed at investigating the teachers’ sentiments, attitudes, concerns and perceived levels of efficacy to implement inclusive practices. The sample comprised two groups: the first included 221 pre-service teachers undergoing training to teach in secondary schools and the second were 131 in-service teachers following a course to obtain the learning support teachers’ warrant. The TEIP and the SACIE-R scales were administered to conduct the study. Results showed that the future learning support teachers had generally higher scores than the pre-service teachers. The positive attitude of the former group towards inclusive practices, however, seemed not to be linked to their greater teaching experience but more likely to the characteristics of their course of education.
Questo lavoro presenta uno studio sulle dimensioni implicite che influenzano l’agire didattico finalizzato ad indagare i sentimenti, gli atteggiamenti, le preoccupazioni, e i livelli di percezione dei docenti circa la propria efficacia nell'implementare pratiche inclusive. Il campione è stato suddiviso in due gruppi, il primo comprendente 221 corsisti del Tirocinio Formativo Attivo e il secondo costituito da 131 partecipanti al corso di specializzazione per insegnanti di sostegno. Per condurre l’indagine sono state somministrate due scale: la scala TEIP e la scala SACIE-R. I risultati hanno mostrato che i futuri insegnanti di sostegno del campione raggiungono generalmente punteggi più alti. Tuttavia, sembrerebbe che l’atteggiamento positivo di questi docenti non risulti essere legato alla loro esperienza di insegnamento, bensì alle caratteristiche dei percorsi della loro formazione.
A study on the perceptions and efficacy towards inclusive practices of teacher trainees
Aiello P.;Pace E. M.;Sibilio M.
2017-01-01
Abstract
This paper presents a study on the implicit dimensions that influence teacher agency and is aimed at investigating the teachers’ sentiments, attitudes, concerns and perceived levels of efficacy to implement inclusive practices. The sample comprised two groups: the first included 221 pre-service teachers undergoing training to teach in secondary schools and the second were 131 in-service teachers following a course to obtain the learning support teachers’ warrant. The TEIP and the SACIE-R scales were administered to conduct the study. Results showed that the future learning support teachers had generally higher scores than the pre-service teachers. The positive attitude of the former group towards inclusive practices, however, seemed not to be linked to their greater teaching experience but more likely to the characteristics of their course of education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.