Abstract

In order to promote inclusion processes, in relation to pupils' specific needs and skills, each teacher is called upon to analyze their “professional practice” to understand the “implicit” meanings that influence their didactic activity and, consequently, reflect on the didactic model to which it refers. The article presents the results of an exploratory survey aimed at the detection of didactic models that teachers apply during the teaching/learning process. The survey was conducted on a sample of primary and high school teachers attending enabling courses, at the University of Calabria, to become support teachers, through a specifically structured questionnaire.