Providing quality, equitable and inclusive education and learning opportunities for all is the foundationfor improving people's lives and achieving sustainable development. Moving from the lessons learnedfrom the Millennium Development Goals (MDGs), goal 4 of the 2030 Agenda is not limited to primaryeducation, but comprehensively captures all the steps that are necessary to ensure, in every part of theworld, quality education, equitable and accessible to all. In this context, it is crucial to pay particularattention to the development of teachers' skills and their reflective and critical reading of theirprofessional experiences. The Brain-based approaches - with regard to the Brain-gym technique - andthe storytelling activity – in particular, the Digital Storytelling version- constitute the main axes of theresearch here described, conducted with 1183 teacher trainees students attending the fifth and sixth cycle, in remote mode, of the special teaching modules: Metacognitive and cooperative approach and Special teaching for sensory disabilities within the Specialization course for Support Teachers run by the University of Palermo, in the academic years 2020/2021 and 2021/2022. Through the research action, we wanted to verify the validity of the Brain-based model in order to increase the teacher trainees’reflective competence, narrative competence and critical re-elaboration.
|Number of pages||10|
|Journal||GIORNALE ITALIANO DI EDUCAZIONE ALLA SALUTE, SPORT E DIDATTICA INCLUSIVA|
|Publication status||Published - 2022|