Agentività e Capacit-azioni: analisi delle pratiche didattiche inclusive nella formazione del docente

Recent national and international educational policies highlight teachers as key agents of change, able to shape and personalize their practices and contribute decisively to improving the quality of education for all. Teacher Agency, understood as the capacity to act deliberately and constructively to direct one’s own growth and influence that of others, requires reflection on how teacher–student interactions are enacted. Analyzing teacher agency means not only focusing on the structural dimension of active and inclusive teaching and individual capabilities, but also recognizing the potential of teachers’ professional action in situ-action within school and extra-school contexts. This contribution presents reflections on the processes of Teacher Agency formation, emphasizing the situated inter-actions of teaching practice and their implications for inclusive pedagogical approaches.