Il docente inclusivo tra bisogni formativi e pratiche didattiche. Un’indagine empirica sulla efficacia dei corsi di formazione

Abstract

   The essay concerns the outcomes of an empirical research conducted in the annual teacher specialization for special educational needs at the University of L’Aquila, with the aim of verifying its effectiveness. The data, which showed a different habit of using teaching methods and tools in the different school levels and degrees, allowed a reflection on the implications of the dialectic theoretical knowledge/knowledge of the practice on teacher training and on didactic research.