Formare all’inclusione: una valutazione dell’utilizzo della videoanalisi come strumento riflessivo per i futuri insegnanti di sostegno

The role of support teachers is currently facing a major innovation process due to the shift from integration to inclusion in educational contexts. Within this process, developing pre-service support teachers’ abilities and skills through effective training courses is paramount. Research on this topic emphasizes the significance of beliefs and attitudes of pre-service support teachers towards inclusive education as key factors in the management of their future educational practices. Pre-service support teachers tend to agree with the principles of inclusive education, but are rather skeptical about the implementation of such a principles into real educational practices. Besides verifying the correctness of such a picture, the paper high- lights how the video analysis of simulated lessons on inclusive subjects performed by pre-service support teachers can promote a positive change in trainees’ beliefs and attitudes, as it especially enables the development of a reflective stance more open to the implementation of inclusive principles in everyday educational practices.