Anche gli insegnanti imparano dalle differenze

Abstract

The beliefs and attitudes of teachers are a crucial factor in the development of inclusive education and its associated practices. Teacher training is seen as decisive moment to develop positive approaches for promoting inclusion. The paper presents a review of current research on teachers’ representations towards a model of inclusive school and it also reports the author’s experiences from a set of post degree qualification courses for preparing future secondary school teachers (TFA/PAS). Findings from this paper show that one way to form strategies for promoting an inclusive classroom is to use self-reflection and think through notions of difference and how they affect the classroom. In particular, we observe that attitudes, beliefs and understandings of the principles of inclusion are enhanced by consideration of the ideas underpinning ‘Being teacher’.