The Process Of Formative Self-Assessment As A Methodological Device For The Acquisition Of Inclusive Skills In Trainee Support Teachers.

In light of the Assessment as Learning construct, the research proposes an exploratory inquiry based on the key role of formative self-assessment as a methodological device facilitating the development and enhancement of inclusive competencies useful in developing the professional habitus of the inclusive teacher. The purpose of the exploratory investigation is to highlight the process of formative self-assessment (formative self-assessment) as a methodological device that, through self-reflection on attitudes and opinions experienced in situated learning experiences through in Embodied approach experiential workshops, can contribute to a positive change in the inclusive competencies of teachers in training through the acquisition of a reflective attitude more conducive to the translation of the principles of inclusion with a possible spillover to their own daily teaching as well. Through a metacognitive questionnaire, it was intended to evaluate assess the spillover of reflective practice on the development of greater awareness of inclusive principles and values and contextual spillover of the same on attitudes, inclusive skills with a possible spillover in teaching action from an inclusive perspective. The results of the exploratory investigation showed that the process of formative self-assessment activated in the trainees to be agent-experimenters of reflective practice facilitating in them the approach to a new modus operandi of the reflective teacher.