Formazione iniziale e competenze professionali degli insegnanti: un focus sulla plusdotazione

Professional development paths represent a resource to conduct research and contribute
to qualify the professional practices of those working in the field of educational processes.
Student-centered, engaging and individual-oriented methodologies are some of the areas
of interest. In the broad panorama of active formative offers, one dimension that could
be further explored is that of giftedness, along with its methodological and didactical implications,
to made aware not only teachers that manage special educational needs.
The paper discusses the results of an exploratory study conducted with 4352 trainee
teachers (30 CFU Habilitation in teaching) enrolled at eCampus University. The main
objective was to deepen their profile, dispositions, and knowledge on the topic of instructional
design and giftedness, also to identify emerging needs in this regard. A questionnaire
and synchronous meetings were used to consult teachers; a Padlet was used to support
communication. The study revealed wide interest in the investigated themes among teachers; they pointed
out that the topic is not much discussed in operative contexts. At the same time, knowledges
about law-regulation and didactical implications that can support gifted students appeared weak.