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
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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