This paper aims to reflect on the importance of storytelling as a reflective tool in adult education with particular reference to specialist courses that teachers (all grades of school) attend to get a license to teach students with special educational needs. In this context, the narrative method is useful in a dual perspective: become aware, critically, of what They learned, reworked and used and be able to combine theoretical knowledge with practical application; highlight their representational styles, sometimes incorrect and linked to unconscious biases that affect on: how to structure the relationship, how to define the objectives and learning paths in the presence of special educational needs. When teachers think about their teaching work, especially in relation to complex situations, often they speak of the importance of considering the knowledge learned in practical experience, or on the use of the professional instinct or intuition in order to accomplish tasks and teaching situations, various in type and difficulty. The epistemological paradigms, that define the adult learning and post-modern assumptions related to learning, give to adults the opportunity to try situations and learning experiences; These are opportunities for teachers of knowledge whose value can be investigated starting from the meaning that the same teachers give to these opportunities. By using an inductive logic is possible to start from the stories of adults in training for to develop a working theory able to: interpret the ways of learning, define the learning (which constitute the professional knowledges of support teacher and the representational changes to promote an inclusive culture).
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|Titolo:||Microstorie riflessive per la formazione degli insegnanti di sostegno.|
|Data di pubblicazione:||2016|
|Appare nelle tipologie:||01.01 Articolo in Rivista|
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