Communities of practice can become a perfect place where teachers can reflect on their practice, share approaches, experiment with new content and new practices. The interaction between teachers in a community of practice encourages peer learning and stimulates problem solving. The present work, centered on the reciprocal teaching and project based learning methodologies, involved 195 disability and inclusion pre-service teachers and gave them the opportunity to experience the integration of the two teaching / learning models through which they learned how to collaborate and achieve results in effective way and working with others.

Cappuccio G., P.F. (2017). La comunità come rete di relazioni reciproche: percorsi collaborativi nella formazione iniziale degli insegnanti di sostegno. PEDAGOGIA E VITA(3), 104-128.

La comunità come rete di relazioni reciproche: percorsi collaborativi nella formazione iniziale degli insegnanti di sostegno

Cappuccio G.;Pedone F.
2017-01-01

Abstract

Communities of practice can become a perfect place where teachers can reflect on their practice, share approaches, experiment with new content and new practices. The interaction between teachers in a community of practice encourages peer learning and stimulates problem solving. The present work, centered on the reciprocal teaching and project based learning methodologies, involved 195 disability and inclusion pre-service teachers and gave them the opportunity to experience the integration of the two teaching / learning models through which they learned how to collaborate and achieve results in effective way and working with others.
2017
Settore M-PED/04 - Pedagogia Sperimentale
Cappuccio G., P.F. (2017). La comunità come rete di relazioni reciproche: percorsi collaborativi nella formazione iniziale degli insegnanti di sostegno. PEDAGOGIA E VITA(3), 104-128.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/336026
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