Search results for: Italy
Page 1/2 12 items
Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education
The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers’ professional development in special education plays a crucial role. Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, the author’s investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.
Updated: Oct. 30, 2020
This paper reports the findings of a PhD study, which offers comparative perspectives on teacher education in a period of reforms, inquiring into stakeholders’ perceptions in English, French, Italian and Spanish contexts as case studies. In the four case study contexts, the focus is on secondary teacher education; when a subject perspective is required, it concerns the area of modern languages, considering their transversal role in European education policies.
Updated: Jun. 05, 2016
Inclusion, Integration or Perpetual Exclusion? A Critical Examination of the Decade of Roma Inclusion, 2005‑2015
The initiative 'Decade of Roma Inclusion, 2005‑2015' was planned in order to eliminate the marginalization and discrimination of Roma in the areas of housing, health care, employment and education. Each of the 12 European countries, which took part in this initiative, developed a Decade Action Plan. However, this initiative did not succeeded. This article critically examines why the Decade of Roma Inclusion has failed.
Updated: Feb. 16, 2015
This article aims to address the causes of school desegregation failure of the children study at Rome's schools. This article argues that the narrow desegregation aims prevents creation of comprehensive approaches sensitive to structural dimensions of segregation and discrimination. It builds on the policy design theory in order to capture the impact of discourse and policy content on the implementation outputs.
Updated: Feb. 16, 2015
The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers Who Teach Children of Recent Immigrants
The authors present an analysis of the teacher interviews which were conducted in five U.S. cities with 50 preschool teachers. These interviews were part of a comparative study in Europe and the United States of what practitioners and parents who are recent immigrants think should happen in preschool. The authors compare the perspectives of these immigrant teachers with those of their nonimmigrant counterparts. Specifically, the authors focus on the cultural expertise of immigrant teachers who work within their own immigrant community. One of the major findings is that preschool teachers are caught between their pedagogical training and their cultural knowledge.
Updated: Jun. 17, 2013
Artefacts and Utilization Schemes in Mathematics Teacher Education: Place Value in Early Childhood Education
The purpose of this study is to report on tasks given in a four-session workshop for 27 prospective pre-primary and primary school teachers in Italy. In this workshop, the use of artefacts in learning place value in base ten was tackled, within a suitable theoretical framework. Different sessions of the workshop are analysed, focusing on tasks related to different components of mathematics knowledge for teaching.
Updated: Mar. 07, 2012
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching
This study investigates the impact of the Lesson Analysis Framework (LAF) on preservice teachers’ abilities to analyze lessons through an experimental design. The intervention was implemented as part of a course in the teacher preparation program for secondary teaching at a large public university in Italy. The participants were randomly assigned to LAF group and Teaching Rating Framework (TRF) group. The findings revealed that participants who used the LAF as a lens for reflecting on a videotaped lesson during an intervention improved their unprompted analysis of a novel lesson after the intervention, whereas the reflections of participants who used an alternative framework, the TRF, did not change over time.
Updated: Sep. 25, 2011
This paper represents the collaborative efforts of two college faculty, one in the USA and one in Australia, exploring notions of internationalization of colleges of education and research on multilingualism and teacher education. The article focuses on two questions: in what ways can teacher educators enhance their expertise to prepare teachers for multicultural teaching in a global context? How can teacher educators and institutions create contexts and experiences where teachers and prospective teachers develop their knowledge, skills and dispositions to teach from an international and multicultural perspective?
Updated: Oct. 12, 2010
This paper presents a brief analysis of teacher education in five European countries: Italy, Germany, England, Sweden and Finland. The responses given by each country are different. However, two tendencies emerge: on the one hand, the English model, which seeks to make a teacher a faithful executor with regard to centrally decided learning objectives; on the other, the Nordic model that conceives the teacher as a 'fully-fledged' professional. From the point of view of the sustainability and of the safeguard of the educative mission of the school, the Nordic model presents some advantages when compared to the English model.
Updated: Oct. 19, 2009
Virtual environments are able to extend the space of interaction beyond the classroom. In order to analyze how distributed cognition functions in such an extended space, we suggest focusing on the architecture of intersubjectivity. The Euroland project—a virtual land created and populated by seven classrooms supported by a team of researchers—was analyzed with the aim of tracking down the process and the structure of intersubjectivity.
Updated: Apr. 12, 2008