La formazione dei docenti come processo autotrasformativo condiviso: alcune riflessioni critiche

Teachers’training of support and curricular activities represents a topic of particular importance which has been object, over the last few years, ofseveral critical reflections and legislative interventions. Despite the efforts made by various scholars, we have not yet achieved, a solid and univocalvision of the functions, skills and role of the support teacher within the inclusive team. After focusing on some existing positions on the delicate issue,our work highlights the importance of adopting innovative training paths based on improving self‐reflection skills. The direct and indirect internshipactivities can play a central role to improve educational‐co‐responsibility teaching between curricular and support teachers. In particular, action‐research itineraries, good practices and renewed project proposals can enhance the building of inclusive educational contexts.