Progettare interventi didattici personalizzati: implicazioni per la formazione dei futuri insegnanti

Risultato della ricerca: Articlepeer review

Abstract

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.
Lingua originaleItalian
pagine (da-a)202-219
Numero di pagine18
RivistaFORM@RE
Volume20
Stato di pubblicazionePublished - 2020

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