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Valutare il cambiamento di competenze e atteggiamento professionale a seguito del corso di formazione iniziale per insegnanti di sostegno

Gaetano Domenici, Valeria Biasi, Federica Wolf, Conny De Vincenzo


Attitudes and expectations are key factors to consider in teacher training in general and specialist support teachers in particular. The research conducted at the Unicamillus University of Rome, of which some of the procedural results achieved are presented here, highlights the importance of the role that the levels of perceived self-efficacy play in promoting the learning of trainee teachers. This contribution illustrates, in particular, the procedure and the results of a survey conducted on the participants of a specialization course for support with the aim of detecting the attitudes and expectations of teachers  before and after the training experience. In this regard, at the beginning and at the end of the course, teachers were given online questionnaires prepared ad hoc for the collection of socio-demographic information and their opinions on the training course; on both occasions, the teachers responded to the Teacher Self-Effectiveness Scale to assess the impact of the training received. The contribution that specific teaching and organizational methods – such as lessons, workshops, internships – have made in ensuring the qualification of the training course was also analyzed. The results showed a significant increase in the perception of self-efficacy at the end of the training, in particular in self-efficacy in involving students, in self-efficacy in teaching strategies and in self-efficacy in classroom management. Furthermore, the teachers were satisfied with the training received and considered the activities proposed during the course to be useful. Investigations of this type can contribute to a better characterization of training courses for support.


Attitudes; Didactics; Self-efficacy; Support teachers; Teacher training.

Full Text:



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DOI: https://doi.org/10.7358/ecps-2022-026-dome

Copyright (©) 2022 Gaetano Domenici, Valeria Biasi, Federica Wolf, Conny De Vincenzo – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie

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Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi 

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