Inclusive physical activity games at school can be useful for teachers dealing with students with disabilities. The use of inclusive strategies and games can be directly linked to teachers' ...self-efficacy and familiarity with the inclusive strategies, while it could be indirectly influenced by their attitude toward inclusion and, in a smaller part, by social desirability in their response. Moreover, teachers' responses could be different among the different school grades. Therefore, the aim of the current study is to investigate the role of attitude toward inclusion, social desirability, self-efficacy, and familiarity in the use of physical activity games at school in teachers from all school grades.
A sample of 1,583 schoolteachers was asked to fill out a questionnaire about their perceptions of governmental measures, self-efficacy, familiarity with inclusive strategies through physical activity, and two standardized questionnaires assessing attitudes toward inclusion and social desirability.
Teachers from primary school reported lower scores in attitude toward inclusion total score and dimensions, namely impact on teacher, impact on the environment, impact on the other children, and impact on the student with disability. Moreover, the path analysis model showed that the attitude toward inclusion indirectly influenced the use of inclusive strategy and had a small direct effect on familiarity with inclusive strategies and self-efficacy. Social desirability slightly influenced both familiarity and self-efficacy but not the use of inclusive strategies. Familiarity and self-efficacy had a direct effect on the use of inclusive physical activity games.
The results of the current study suggest that being familiar with and having a high self-efficacy in implementing inclusive strategies are well related to the use of inclusive strategies at school. In addition, more attention should be given to kindergarten and primary school teachers, who reported lower scores in the attitude toward inclusion and higher scores in social desirability.
La competenza docimologica degli insegnanti costituisce uno dei perni dell'azione didattica allorché essa può costituire, di fatto, una molla per la promozione dell'apprendimento, dell'autonomia e ...del successo formativo di ogni alunno. Il feedback, inteso come strumento privilegiato nell'esercizio della prassi valutativa, offre l'opportunità di valorizzare la singolarità dei percorsi di ogni studente intelaiando interazioni comunicative volte alla co-costruzione di conoscenza. La competenza docimologica degli insegnanti assume, pertanto, i connotati della competenza comunicativa, la quale sostanzia e orienta le scelte valutative diversificando registri linguistici e scelte degli strumenti di comunicazione in ordine la tipologia di feedback funzionale al successo formativo. Lo studio si propone di illustrare i risultati di un processo di ricerca, messo in atto con 385 docenti di scuola secondaria della provincia di Caltanissetta nell'a.a. 2020/2021. Attraverso il processo di ricerca si è voluto incrementare negli insegnanti la competenza docimologica come competenza comunicativo-didattica centrata sul feedback.
Le metodologie didattiche a sfondo situazionale costituiscono una prospettiva innovativa della prassi didattica, specie se applicate nel contesto formativo allargato della scuola e dell'extra-scuola, ...come avviene nel caso del percorso dell'Alternanza Scuola Lavoro. Frutto della legge italiana 107 del 13/07/2015, essa ha avviato nuovi modi di collaborazione tra scuola e mondo professionale con un coinvolgimento in rete che risitua gli apprendimenti, disciplinari e trasversali, in un'ottica di acquisizione autentica sul campo. A partire da tali premesse, è stata condotta la presente indagine esplorativa basata sull'analisi delle interviste semi-strutturate somministrate a 63 docenti referenti dell'Alternanza Scuola Lavoro delle province di Agrigento, Caltanissetta, Palermo e Trapani. Le interviste, registrate e trascritte, sono state analizzate attraverso il software di codifica ATLAS.TI Testo dell'editore.Situated teaching methodologies constitute an innovative perspective of the teaching practice, especially if applied in the extended educational context of the school and the extra-school, as in the case of the School-Work Alternation. Conceived within the Italian law 107 of 07/13/2015, it has initiated new ways of collaboration between the school and the pro-fessional world with a networking involvement which re-situates both disciplinary and transversal learning, in a perspective of authentic acqui-sition on the field. Starting from these premises, the present exploratory survey was based on the analysis of the semi-structured interviews administered to 63 School-Work Alternation referent teachers of the provinces of Agrigento, Caltanissetta, Palermo and Trapani. The interviews, recorded and tran-scribed, were analyzed through the ATLAS.TI coding software. Publisher's text.
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