Il ruolo della formazione sulla gratificazione professionale dei docenti di sostegno: Uno studio esplorativo

Personal gratification underlies job well-being and it is closely linked to optimal performance. This paper focus on a 75-hour course on ICT for special education from the Italian TFA program (active training internship). We investigated the factors that the participant teachers (N = 139) considered as a source of professional gratification. A quali-quantitative analysis was performed on the transcripts of auto-administered interviews. Results of this exploratory study show a combination of internal and external factors: From the role of professional knowledge and skills to colleagues’ collaboration and support. In the end, besides knowledge and skills, professional training seems a key factor to improve both external and internal factors reported as a source of professional gratification and, in second instance of professional well-being.