Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
This cross-sectional correlational study examines the relationship between attitudes toward inclusion and professional reflexivity in teacher training, conceptualizing teacher education as a critical and transformative practice within school contexts marked by complexity and vulnerability. A sample of 377 lower- and upper-secondary teachers enrolled in courses for special needs education completed the Quin – Quando insegno questionnaire and the SACI scale, designed to assess inclusive attitudes and beliefs. The findings revealed strong and statistically significant correlations between inclusive attitudes and several dimensions of professional reflexivity, particularly self-evaluation, attention to students, reflection on practice, and care for educational practice. Regression analysis further showed a substantial contribution of attitudes in explaining professional reflexivity (R² = 0.52). More specifically, positive beliefs about inclusion and lower perceived discomfort were associated with higher levels of reflexivity. Overall, the findings suggest that reflexivity may be understood as an expression of a professional identity, closely connected to the system of attitudes through which teachers interpret inclusive contexts. These results underscore the need to rethink both pre-service and in-service teacher education from a critical perspective, with a stronger focus on the development of awareness, educational responsibility, and the capacity to critically examine one’s own practices.
