Formazione & insegnamento
ISSN: 2279-7505 | Published: 2018-08-31
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Title: In-service teacher training on giftedness
Abstract: The prejudices on giftedness, such as believing that gifted children do notneed special attention from the teacher (Zanetti, 2016), to influence teaching.Designing training courses on giftedness means deepening these issuesand co-building with teachers the inclusive activities for the students,as well through tutoring. At the same time, the trainer, in addition to supportingthe teachers, can better understand the teachers' perceptions andre-design a new course, as a reflective professional (Schön, 1983). From ourexperiences, it emerges the question of the "label" of giftedness, questionedby some teachers, as it does not seem to correspond to the student'sattitudes. Furthermore, the affective dimension of the educational relationshipseems to play an important role in the teacher training: the guilt feelingsthat a teacher has in providing activities designed for a student withgiftedness, fearing to neglect who, according to her, is more in difficulty,seems to hinder a full inclusion.
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Title: La formazione in servizio degli insegnanti rispetto le tematiche della plusdotazione
Abstract: I pregiudizi sulla plusdotazione, come per esempio credere che i bambinicon plusdotazione (gifted children) non necessitino di particolare attenzioneda parte dell'insegnante (Zanetti, 2016), possono influenzare la didattica.Progettare percorsi di formazione sulla plusdotazione significa approfondiretali tematiche e co-costruire con gli insegnanti delle attività inclusiveper la classe, anche attraverso dei tutoraggi. Allo stesso tempo, il formatore,oltre a supportare i docenti, può capire meglio le percezioni degliinsegnanti e, a partire da quest'ultime, ri-progettare un nuovo percorso, inqualità di professionista riflessivo (Schön, 1983). Dalle nostre esperienze,emerge la questione dell'"etichetta" di plusdotazione, dicitura messa in discussioneda alcune insegnanti, in quanto essa non sembra corrispondereagli atteggiamenti attesi da un alunno o una alunna con plusdotazione. Anchela dimensione affettiva della relazione educativa sembra giocare unruolo importante nella formazione: i sensi di colpa che prova un'insegnantenel fornire attività pensate per una alunna con plusdotazione, temendo ditrascurare chi, secondo lei, è maggiormente in difficoltà, sembra ostacolareuna piena inclusione.
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Title: Formation au service des enseignants par rapport aux problèmes de surplus
Abstract: Les préjugés sur le surplus, comme croire que le surplus de filles (enfants doués) n'a pas besoin d'attention particulière de l'enseignant (Zanetti, 2016), peut influencer l'enseignement. Des cours de formation en habillage sur le surplodation signifie des thèmes approfondis et co-hérant avec les professeurs d'activités inclusives de la classe, également par le tutorat.Dans le même temps, l'entraîneur, en plus de soutenir les enseignants, peut mieux comprendre les perceptions des joueurs et, à partir de ce dernier, repeindre un nouveau chemin, une enquête d'un professionnel réfléchissant (Schön, 1983).D'après nos expériences, la question de la «marque» de l'excédent de l'excédent, un libellé est remis en question, remis en question certains enseignants, car il ne semble pas correspondre aux attitudes attendues par un élève ou un élève avec excédent.La dimension émotionnelle uniforme de la relation éducative semble jouer un important sans puré dans la formation: le sentiment de culpabilité qui se sent un tendre lié à fournir des activités conçues pour un élève avec un surplus, craignant de dire le chemin, à votre avis, c'est plus en difficulté, il semble que ce soit un obstacle complet à l'inclusion. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Capacitación en el servicio de maestros en comparación con los problemas de excedente
Abstract: Los prejuicios en excedentes, como creer que el excedente de Girlsicon (niños dotados) no necesitan especial atención parte del maestro (Zanetti, 2016), puede influir en la enseñanza. Cursos de capacitación de vestimenta sobre excedentes significa temas en profundidad y co-entra con los maestros de actividades inclusivas de la clase, también a través de la tutoría.Al mismo tiempo, el entrenador, además de apoyar a los maestros, puede comprender mejor las percepciones de los jugadores y, a partir de este último, volver a proteger un nuevo camino, una investigación de un profesional reflexivo (Schön, 1983).A partir de nuestras experiencias, se cuestiona la cuestión de la "etiqueta" del excedente del excedente, se cuestiona una redacción, se cuestiona a algunos maestros, ya que no parece corresponder a las actitudes esperadas por un alumno o un alumno con excedente.La dimensión emocional de la relación educativa parece jugar una importante en el entrenamiento: la sensación de culpa que se siente una tierna estar relacionada con las actividades diseñadas para un alumno con excedente, por temor a decir la forma en que, en su opinión, es más difícil, parece que la inclusión total de obstáculos. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Treinamento a serviço de professores em comparação com as questões do excedente
Abstract: Os preconceitos sobre o excedente, como acreditar que o excedente de Girlsicon (crianças talentosas) não precisa de atenção particular do professor (Zanetti, 2016), podem influenciar o ensino. Cursos de treinamento de treinamento sobre excedência significa temas aprofundados e co-explicando com os professores de atividades inclusivas da aula, também por meio de aulas.Ao mesmo tempo, o treinador, além de apoiar os professores, pode entender melhor as percepções dos jogadores e, a partir deste último, re-protionando um novo caminho, uma investigação de um profissional reflexivo (Schön, 1983).A partir de nossas experiências, a questão do "rótulo" do excedente do excedente, uma redação é questionada, questionou alguns professores, pois não parece corresponder às atitudes esperadas por um aluno ou um aluno com excedente.Evenla A dimensão emocional do relacionamento educacional parece interpretar um importante não -rameuloso no treinamento: o sentimento de culpa que parece um concurso relacionado ao fornecer atividades projetadas para um aluno com excedente, temendo dizer o caminho, na sua opinião, é mais difícil, parece obstáculo total. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
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