L’approccio Embodied Cognition based nella formazione docenti. Un modello formativo ricorsivo per le competenze integrate del docente

Abstract

The current scenario highlights new and complex challenges at a global level; education and training systems are engaged in radical analysis and change/improvement processes that recognize a key-role to the teacher professionalism, organising initial and in-service training courses. In the light of recent dialogue between Neuroscience and Education, the present research proposes a conceptual and methodological approach to teacher training based on the principles of Embodied Cognition Science (ECS), in the pedagogical and didactic field. After a brief analysis of the scientific and cultural framework, the contribute describes the structural principles of the EC based methodological approach aimed at fostering the development and enhancement of integrated skills (disciplinary, personal, transversal skills). The pilot study, which reports a laboratory experience of teacher training by a quali-quantitative analysis, allows to investigate about the educational effectiveness of the present integrated model EC based, analysing its recursive value and the significant experiential-reflective impact in the educational planning and school inclusiveness.