TEACHING STRATEGIES FOR A DEMOCRACY AND INCLUSIVE CLASSROOM.CHALLENGES FOR TEACHER PROFESSIONAL IDENTITY10
Keywords:
teacher professional identity, inclusive pedagogy, diversities, heterogeneous context, democracy,Abstract
Within the European debate on quality education for all, and along with the willingness to implement the Rights of Children, the paper will examine how diversities – which may relate to immigration status, disability, ethnicity, culture and social class – can challenge teachers’ identity and class context in order to enhance the diversity of each student as a resource. The paper will analyse data gathered during an action-research project, which has been developed in so-called high-complexity classrooms in Primary schools, with the aim of investigating the process of implementing teaching strategies for inclusive pedagogy. It will discuss how this process engages teachers in a dynamics between pitfalls and creativity as well as between school cultural barriers and educational opportunities. This leads to transform their professional identity, by developing a deep reflexivity in their own contexts of practice and strengthening their competence to support democracy and inclusive classrooms.References
Algozzine, B. & Anderson, K. M. (2007). Tips for Teaching: Differentiating Instruction to Include All Students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49-54, DOI: 10.3200/PSFL.51.3.49-54
Council of Europe (2016). Competences for democratic culture. Living together as equals in culturally diverse democratic societies. Retrived from www.coe.int
European Commission (2018). Council Recommendation on Key Competences for Lifelong Learning. Retrieved from https://eur-lex.europa.eu/
D’Alonzo, L. (2017). La differenziazione didattica per l’inclusione. Trento: Erickson.
Florian, L. (2015). Conceptualising Inclusive Pedagogy: The Inclusive Pedagogical Approach in Action. In J.M. Deppeler, T. Loreman, R. Smith, L. Florian (eds.). Inclusive Pedagogy Across the Curriculum (International Perspectives on Inclusive Education, Volume 7), (11-24). West Yorkshire: Emerald Group Publishing Limited.
Glaser, B. & Strauss, A. (1967).The Discovery ofGrounded Theory. Chicago: Aldine Publishing Company
Heacox, D. (2012) Differentiating Instruction in the Regular Classroom. How to Reach Teach All Learners. Minneapolis: Free Spirit Publishing.
Miles M. B., Huberman M. (1994). Qualitative data analysis. London: Sage Publication.
MIUR - Ministero dell’Istruzione, dell’Università e della Ricerca (2012). Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione. Retrieved from https://bit.ly/2YoHUKz
MPI - Ministero Pubblica Istruzione (2007), La via italiana per la scuola interculturale e l’integrazione degli alunni stranieri. Retrieved from https://bit.ly/2VBXeqv
Neuman, W.L. (1997). Social Research Methods Qualitative and Quantitative Approaches. Boston: Allyn and Bacon.
Nordlund, M. (2003). Differentiated Instruction. Meeting the Educational Needs of All Students in your Classroom. Maryland: R&L Education.
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, Virginia, USA: ASCD.
Tomlinson, C. A. (2004). Point/counterpoint. Roeper Review, 26 (4), 188-189.
Unesco (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Salamanca: UNESCO.
Unesco (2017). A guide for ensuring inclusion and equity in educationand equity in education. The Global Education 2030 Agenda. Paris: UNESCO.Retrived from: unesdoc.unesco.org/images/0024/002482/248254e.pdf UN (1948). Universal Declaration of Human Rights.
UN (1989). Convention on the Rights of the Child, United Nations: Treaty Series.
UN (2006). Convention on the Rights of Persons with Disabilities and Optional Protocol. New York: UN.
United Nation (2015). Transforming our World: The 2030 Agenda for Sustainable Development. New York Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld
UN Educational, Scientific and Cultural Organisation - UNESCO. (1960). Convention Against Discrimination in Education.
Valiandes, S. & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms. Investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22 (1), 123-138.
