La formazione iniziale dei docenti di sostegno attraverso la metodologia dello storytelling. Un’indagine nei laboratori del corso di specializzazione al sostegno di Palermo

Abstract

The present work describes the results of a research conducted with 450 students and 52 laboratory teachers attending the degree course in Specialization support activities of the University of Palermo during the academic year 2017-2018. The validity of the Mcdrury’s & Alterio (2003) Storytelling model was checked thanks to the research process and in order to reinforce students’ reflective skills, narrative competence and critical revision.