This paper presents the results of a study conducted in the academic year 2019-2020 at the University of Palermo with Primary Educational Sciences master’s degree course (LM 85-bis) students that were performing their third year in-class internship. We asked to 269 students who performed 50 hours of in-class internship during previous months to describe their didactic plans using a tailor-made guide by which we also aimed to help them carry out metacognitive reflection on personalized teaching. In addition, by the use of QTD test, we assessed students’ decision-making ability to plan a lesson in an inclusive school. We also examined their different perceptions of self-efficacy in behaviour management, inclusive teaching and collaboration in order to prepare the training project for the following last year of internship.
|Numero di pagine||18|
|Stato di pubblicazione||Published - 2020|