Abstract
Several efforts have been devoted in the last decades to identify the essential skills, knowledge, attitudes and values that characterize inclusive teachers and to develop training programmes and curricula that take all this into account. According to the UN 2030 Agenda for sustainable development, teachers are also called to renew their visions and skills in order to provide career education to all their students, thus promoting positive development and reducing the risks of complex transitions. After reviewing the most relevant literature, this chapter deals basically with the question of the relevance and the feasibility of training teachers to become effective life designing agents of change and prevention. Conceptual bases currently relevant are described together with possible steps and actions suggested by past and recent Italian experiences for positively addressing these issues.
Keywords
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aiello P, Sharma U (2018) Improving intentions to teach in inclusive classrooms: the impact of teacher education courses on future learning support teachers. Form@re-Open J Formazone Rete 18(1):207–219
Ainscow M, Messiou K (2018) Engaging with the views of students to promote inclusion in education. J Educ Change 19(1):1–17
Annan-Diab F, Molinari C (2017) Interdisciplinarity: practical approach to advancing education for sustainability and for the sustainable development goals. Int J Manag Educ 15(2):73–83
Blustein DL, Kenny ME, Di Fabio A, Guichard J (2019) Expanding the impact of the psychology of working: engaging psychology in the struggle for decent work and human rights. J Career Assess 27(1):3–28
Brundtland Commission (1987) World commission on environment and development. Our common future. Retrieved from http://mom.gov.af/Content/files/Bruntland_Report.pdf
European Agency for Development in Special Needs Education (EADSNE) (2012) Special needs education: country data 2012. EADSNE, Odense
Ferrari L, Sgaramella TM, Santilli S, Di Maggio I (2017) Career adaptability and career resilience: the roadmap to work inclusion for individuals experiencing disability. In: Maree K (ed) Psychology of career adaptability, employability and resilience. Springer, Cham, pp 415–431
Funke J, Fischer A, Holt DV (2018) Competencies for complexity: problem solving in the twenty-first century. In: Care E, Griffin P, Wilson M (eds) Assessment and teaching of 21st century skills. Educational assessment in an information age. Springer, Cham, pp 41–53
Ginevra MC, Nota L (2018) ‘Journey in the world of professions and work’: a career intervention for children. J Posit Psychol 13(5):460–470
Guichard J (2018) Final purposes for life-and-career design interventions in the Anthropocene era. In: Cohen-Scali V, Rossier J, Nota L (eds) New perspectives on career counseling and guidance in Europe. Springer, Cham, pp 189–204
Hirschi A, Niles SG, Akos P (2011) Engagement in adolescent career preparation: social support, personality and the development of choice decidedness and congruence. J Adolesc 34(1):173–182
Israelashvili M, Romano JL (eds) (2016) The Cambridge handbook of international prevention science. Cambridge University Press, Cambridge
Koen J, Klehe UC, Van Vianen AE, Zikic J, Nauta A (2010) Job-search strategies and reemployment quality: the impact of career adaptability. J Vocat Behav 77(1):126–139
Kuijpers M, Meijers F (2017) Professionalising teachers in career dialogue: an effect study. Br J Guid Couns 45(1):83–96
Kurniawati F, de Boer AA, Minnaert AEMG, Mangunsong F (2017) Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs. Educ Psychol 37(3):287–297
Lerner RM, Lerner JV, Lewin-Bizan S, Bowers EP, Boyd MJ, Mueller MK, Schmid KL, Napolitano CM (2011) Positive youth development: processes, programs, and problematics. J Youth Dev 6(3):38–62
Ministry of Education, University and Research (MIUR) (2014) Linee Guida Nazionali per l’Orientamenta Permanente (National guidelines for lifelong guidance and person centering). Retrieved from http://3.flcgil.stgy.it/files/pdf/20160314/nota-4232-del-19-febbraio-2014-linee-guida-nazionali-per-l-orientamento-permanente.pdf
Nota L, Soresi S (eds) (2017) A manifesto for inclusion. Hogrefe, Göttingen
Nota L, Soresi S, Solberg SH, Ferrari L (2005) Promoting vocational development: methods of intervention and techniques used in the Italian context. Int J Educ Vocat Guidance 5(3):271–279
Robinson P (2017) Perspectives on the sociology of education: an introduction. Routledge
Santilli S, Di Maggio I, Marcionetti J, Grossen S (2018) Life designing and positive youth development. In: Cohen-Scali V, Rossier J, Nota L (eds) New perspectives on career counseling and guidance in Europe. Springer, Cham, pp 39–51
Savickas ML, Nota L, Rossier J, Dauwalder JP, Duarte ME, Guichard J, Soresi S, Van Esbroeck R, Van Vianen AE (2009) Life designing: a paradigm for career construction in the 21st century. J Vocat Behav 75(3):239–250
Sgaramella TM, Scorgie K (2017) Someone like me to act in favour of inclusion should…. In: Nota L, Soresi S (eds) A manifesto for inclusion. Hogrefe, Firenze, p 113
Sgaramella TM, Ferrari L, Ginevra MC (2015a) Qualitative assessment and life design in vulnerable populations: evidence from multiple health conditions. In: McMahon M, Watson M (eds) Qualitative career assessment. Sense Publishers, Rotterdam, pp 231–238
Sgaramella TM, Ginevra MC, Di Maggio I, Santilli S, Ferrari L (2015b) Positive youth development in preadolescence: the contribution of recent theoretical paradigms and positive, strengths based interventions. Interdiscip J Fam Stud 20(2):20–35
Sgaramella TM, Di Maggio I, Ferrari L (2016) Storie di coraggio per l’inclusione (Stories of courage for inclusion). Paper presented at the meeting Storie e narrazioni per l’inclusione (Stories and narratives for inclusion). Padova, Apr 1st 2016
Shogren KA, Wehmeyer ML, Palmer SB, Forber-Pratt A, Little T, Lopez S (2015) Causal agency theory: reconceptualizing a functional model of self-determination. Educ Train Autism Dev Disabil 50(3):251–263
Slomp MW, Gunn TM, Bernes KB (2014) Training pre-service teachers in career education: developing foundational perceptions, knowledge and skills. Can J Career Dev 13:18–34
UNESCO (2015) Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4. World Education Forum, Incheon. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ED_new/pdf/FFA-ENG27Oct15.pdf
United Nations (2015) Transforming our world: the 2030 agenda for sustainable development. United Nations, New York. Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld/publication
United Nations Committee on the Rights of Persons with Disabilities (2016) Article 24: right to inclusive education. Retrieved from http://www.internationaldisabilityalliance.org/blog/un-committee-rights-persons-disabilities-closes-its-16th-session
Welde AM, Bernes KB, Gunn TM, Ross SA (2016) Career education at the elementary school level: student and intern teacher perspectives. J Career Dev 43(5):426–446
World Health Organization (2001) International classification of functioning, disability and health: ICF. World Health Organization, Geneva. Retrieved from https://www.who.int/classifications/icf/en/
Zhang J, Yuen M, Chen G (2018) Teacher support for career development: an integrative review and research agenda. Career Dev Int 23(2):122–144
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Ferrari, L., Sgaramella, T.M. (2020). Training Teachers to Become Effective Life Design ‘Agents of Change’: Suggestions and Directions for Future Actions. In: Yuen, M., Beamish, W., Solberg, V.S.H. (eds) Careers for Students with Special Educational Needs. Advancing Inclusive and Special Education in the Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-15-4443-9_7
Download citation
DOI: https://doi.org/10.1007/978-981-15-4443-9_7
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-15-4442-2
Online ISBN: 978-981-15-4443-9
eBook Packages: EducationEducation (R0)