Collaborative practices for inclusive perspectives and beliefs in preservice teachers. The case of the training course for teachers for special needs students

Titolo Rivista EDUCATIONAL REFLECTIVE PRACTICES
Autori/Curatori Alessandra Romano
Anno di pubblicazione 2020 Fascicolo 2019/2 Lingua Inglese
Numero pagine 18 P. 19-36 Dimensione file 221 KB
DOI 10.3280/ERP2019-002002
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

The article summarizes the methodological key-issues and the salient learning features of a training path designed to support special needs preservice teachers in their professional learning (Kennedy, Billett, Gherardi & Grealish, 2015). A qualitative case study was conducted to identify the collaborative intervention frames that contributed to fostering critical reflections that are considered transformational. The experience was conducted in an Italian university and involved the big classes of preservice teachers that, in the academic year 2016-2017, were engaged into mandatory laboratories within the Training Path for Qualifications as Special Needs Teachers. One hundred and forty preservice teachers participated in the laboratories. They were divided in groups and each laboratory included approximately forty-five participants. The laboratories aimed to leverage collaborative methodologies through the use of practice-based learning methods (Billett, 2015). Data were collected through in-depth interviews, questionnaire, informal observations and content analysis of narrative journals produced by participants during and at the end of the laboratories. Findings describe the preservice teachers-perceived transformations in their attitudes and beliefs about being inclusive teachers and change agents in schools, as well as collaborative methods they identified as key for development of inclusive mindsets.

  1. Andresen L., Boud D., & Cohen R. (2000). Experience-based learning. Understanding adult education and training, 2: 225-239.
  2. Billett S. (2006). Relational interdependence between social and individual agency in work and working life, Mind, Culture, and Activity, 13(1): 53-69.
  3. Billett S. (2015). The Practices of Using and Integrating Practice-based Learning in Higher Education. In: Kennedy M., Billett S., Gherardi S., Grealish L. (2015). Practice-based Learning in Higher Education. Jostling Cultures. New York-London: Springer.
  4. Boal A. (2005). Games for actor and non actors. Second edition. London and New York: Taylor & Francis.
  5. Bracci F., Romano A. (2017). Conceptual metaphors and Apprenticeship Paths as Levers for Professional Development and Learning. In: Proceedings of International and Interdisciplinary Conference IMMAGINI? Image and Imagination between Representation, Communication, Education and Psychology. p. 1-9. Basel, Switzerland: MDPI AG.
  6. Brookfield S. (2015). Workshop Resource Packet. Discussion as a way of Teaching, (May 1st & 2nd. 2015). Teachers College, Columbia University, New York.
  7. Casebeer D., & Mann J. (2017). Mapping theories of Transformative Learning. Greensburg, PA: Catrographica.
  8. Chemi T., & Du X. (Eds.) (2018). Arts-based Methods and Organizational learning. Higher Education around the World. London, UK: Palgrave Studies in Business, Arts and Humanities.
  9. Dovidio J.F., Pagotto I., & Hebl M.R. (2011). Implicit attitudes and discrimination against people with physical disabilities. In: Wiener R.I., & Wilbora S.I. (Eds). Disability and Aging Discrimination: Perspectives in Law and Psychology (pp.158-183). DOI: 10.1007/978-1-4419-6293-5.
  10. Evans L. (2002). What is Teacher Development?. Oxford Review of Education, 28(1): 123-137.
  11. Evans L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1): 20-38.
  12. Evetts J. (2006). Introduction: Trust and professionalism: challenges and occupational changes. Current Sociology, 54(4): 515-531.
  13. Ferguson J., Romano A., Bracci F., Marsick V.J. (2018). Enacting Transformative Community through Theatre of the Oppressed in Higher Education. In: Welch M., Marsick V., & Holt D. (Eds) (2018). Building Transformative Community: Enacting Possibility in Today’s Times. Proceedings of the XIII Biennial Transformative Learning Conference. New York, NY: Teachers College, Columbia University, 281-284.
  14. Heron J. (1992). Feeling and personhood: Psychology in another key. Newbury Park, CA: Sage.
  15. Hoggan C.D. (2016). Transformative learning as a metatheory: Definition, criteria, and typology. Adult Education Quarterly, 66(1): 57-75.
  16. Hoggan C., Bracci F., Romano A., Fabbri L., Perla L. (2018). Experience-based Learning, Learning from Experience and Feminist Challenges. Supporting Professional Identity Development through Collective Reflective Practices. In Welch M., Marsick V., & Holt D. (Eds) (2018). Building Transformative Community: Enacting Possibility in Today’s Times. Proceedings of the XIII Biennial Transformative Learning Conference. New York, NY: Teachers College, Columbia University, 352-357.
  17. King K. P. (2009). The Handbook of the Evolving Research of Transformative Learning. Charlotte, NC: Information Age Publishing.
  18. Krischler M., Pit-ten Cate I.M., Krolak-Schwerdt S. (2018). Mixed stereotype content and attitudes toward students with special educational needs and their inclusion in regular schools in Luxembourg. Research in Developmental Disabilities, 75: 59-67.
  19. Johnson-Bailey J. (2012). Positionality and transformative learning. A tale of inclusion and exclusion. In Taylor E.W. & Cranton P. (Eds). Handbook of transformative learning: theory, research and practice (pp. 260-273). San Francisco, CA: Jossey-Bass.
  20. Lawson R., Sanders G. and Smith P. J. (2013). Alternative pedagogies for the professional work-based learner. Building Learning Capacity for Life: Proceedings from the 18th Annual Conference of the Education, Learning Styles, Individual Differences Network, Billund, pp. 161-174.
  21. Marsick V. J., Davis Manigaulte J. (2011). Sostenere lo sviluppo degli operatori nel settore dello sviluppo giovanile attraverso l’apprendimento critico riflessivo basato sull’azione. Educational Reflective Practice, 1-2: 7-36.
  22. Marsick V. J., & Maltbia T. E. (2009). The transformative potential of action learning conversations: Developing critically reflective practice skills. In Mezirow J., Taylor E.W. (Eds.). Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco: Jossey-Bass, 160-171.
  23. Marsick V., & Neaman A. (2017). Adult Informal Learning. In: Kahnwald N., Täubig V. (Eds). Informelles Lernen. Wiesbaden: Springer (pp. 53-72).
  24. Marsick V. J., & Watkins K. (1990). Informal and incidental learning in the workplace. New York: Routledge.
  25. Maslin-Ostronowski P., Drago-Severson E., Ferguson J., Marsick V.J., Hallett M. (2018). An Innovative International Community Engagement Approach: Story Circles as Catalysts for Transformative Learning. Journal of Transformative Education, 16(2): 130-150.
  26. Maxwell J. (2013). Qualitative research design. London: Sage.
  27. Mezirow J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
  28. Mezirow J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1): 58-63.
  29. O’Neil J., & Marsick V.J. (2009). Peer Mentoring and Action Learning. Adult Learning, 20(1&2): 19-24.
  30. Pit-tene Cate I., Glock S. (2018). Teachers’ attitudes towards students with high- and low-educated parents. Social Psychology of Education: An International Journal, 21(3): 725-742.
  31. Poell R.F., Yorks L., & Marsick V.J. (2009). Organizing Project-Based Learning in Work Contexts. A Cross-Cultural Cross Analysis of Data From Two Projects. Adult Education Quarterly, 60(1): 77-93.
  32. Regard F. (Ed.) (2009). British narratives of exploration: case studies on the self and other. London: Pickering & Chatto.
  33. Retelsdorf J., Möller J. (2012). Grundshule oder Gymnasium? Zur Motivation ein Lehramt zu studieren [Primary or secondary school? On the motivation for choosing teacher education]. Zeitschrift Für Pädagogische Psychologie, 26: 5-17.
  34. Revans R.W. (1982). What is Action Learning? Journal of Management Development, 1(3): 64-75.
  35. Romano A., Bracci F., Fabbri L., Grange T. (2018). Experience-based learning, apprendimento dall’esperienza e sfide femministe. Supportare lo sviluppo dell’identità professionale attraverso pratiche riflessive collettive. Educational Reflective Practices, 1: 9-24.
  36. Sharma U., Loreman T. Simi J. (2017). Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands. Journal of Research in Special Education Needs, 17(2): 143-151.
  37. Sharma U., Aiello P., Pace E.M., Round P., Subban P. (2018). In-service teachers’ attitudes, concerns, efficacy and intentions to teach inclusive classrooms: an international comparison of Australian and Italian teachers. European Journal of Special Needs Education, 33(3): 437-446.
  38. Sharma U., Jacobs D.K. (2016). Predicting in-service educators’ intention to teach inclusive classrooms in India and Australia. Teaching and Teacher Education, 55: 12-23.
  39. Silverman D. (2000). Doing Qualitative Research. London: Sage Publication.
  40. Taylor E.W. (Eds.) (2006). Teaching for change: Fostering transformative learning in the classroom, New directions for adult and continuing education (N. 109), San Francisco: Jossey-Bass.
  41. Taylor E.W. (2002). Teaching Beliefs of Graduate Students in Adult Education: A Longitudinal Perspective. In Cervero R. M., Courtenay B. C., Monaghan C. H., (Eds). Comps. The Cyril O. Houle Scholars in Adult & Continuing Education Program Global Research Perspectives University of Georgia, 2: 120-131.
  42. Taylor E.W., & Cranton P. (2012) (Eds.). The Handbook of Transformative learning: Theory, Research and Practice. San Francisco: Jossey Bass.
  43. Tennant M., & Pogson P. (1995). Learning and Change in the Adult Years: a Developmental Perspective. First Edition. Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass.

Alessandra Romano, Collaborative practices for inclusive perspectives and beliefs in preservice teachers. The case of the training course for teachers for special needs students in "EDUCATIONAL REFLECTIVE PRACTICES" 2/2019, pp 19-36, DOI: 10.3280/ERP2019-002002