The present work, on the formation of the teachers, underlines the importance of the cognitive neuroscienzes for the inclusive metacognitive didactics, particularly, for the ability development of learning in students with disability in learning linked to the cognitive, organizational and emotional-motivational functions. It analyzes the results of an investigation conducted within the annual Course of “Specialization for the didactic support to the pupils with disability” promoted by the university in the Aquila. The objective has been to investigate if the Course has favored in the students the awareness of the necessity of employing such strategies and tools. For this purpose, a comparison has been realized among the situation of the teachers in entrance and that in exit. At the end of the course, a gained awareness arose about the need to use metacognitive didactic strategies and tools ranked, by the scientific research, among the most efficient ones.

Il contributo delle neuroscienze cognitive alla riflessione in tema di formazione degli insegnanti inclusivi. Dati di ricerca / vittoria isidori, Maria; Traversetti, Marianna. - In: ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION. - ISSN 2282-5061. - (2018), pp. 105-122.

Il contributo delle neuroscienze cognitive alla riflessione in tema di formazione degli insegnanti inclusivi. Dati di ricerca

Marianna Traversetti
2018

Abstract

The present work, on the formation of the teachers, underlines the importance of the cognitive neuroscienzes for the inclusive metacognitive didactics, particularly, for the ability development of learning in students with disability in learning linked to the cognitive, organizational and emotional-motivational functions. It analyzes the results of an investigation conducted within the annual Course of “Specialization for the didactic support to the pupils with disability” promoted by the university in the Aquila. The objective has been to investigate if the Course has favored in the students the awareness of the necessity of employing such strategies and tools. For this purpose, a comparison has been realized among the situation of the teachers in entrance and that in exit. At the end of the course, a gained awareness arose about the need to use metacognitive didactic strategies and tools ranked, by the scientific research, among the most efficient ones.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1653940
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