Initial training of support teachers: a survey at the University of Tuscia

Abstract

The problematic yet fundamental job of the teacher requires, today more than ever, permanent and structural training to strategically address the current hypercomplexity as a founding characteristic of the liquid, globalized, digitized society. Being a teacher demands constant training and self-training to accompany and guide pupils in constructing knowledge, skills, and competencies as inescapable elements in realizing their future, for which they are called to be responsible individuals and conscious citizens. Specifically, the support teacher professional development requires practical initial training to enhance and redefine their educational-didactic actions in a concretely inclusive perspective, i.e., centered on rethinking and renewing the methodologies and disciplinary, methodological, experiential, and relational tools aimed at everyone and everyone. This contribution illustrates the results of an online questionnaire proposed to future support teachers at the University of Tuscia in the a.y. 2022/23, regarding acquiring entry competencies and methodological-educational practices promoted by initial training. Given enhancing the profile of the inclusive teacher who is an active and responsible promoter of the participation of each pupil within a rethought and transformed school, the specialized teacher assumes the critical professional task of actively involving the entire wide range of students, with and without special needs, favoring the dissemination of practices, experiences, interactions of a collaborative and generative nature.