Nowadays many teachers believe that the role of teaching and educating youth has become more diff lt than in the past. There is a widespread belief that pupils are “badly behaved” and they are unable to deal with the educational experience, the cognitive rhythms and the respect of social norms: indeed the teacher has a great responsibility and s/he plays an important role in the scholastic success.
The present research starts from these considerations and its aim is understanding, through the identification of specific indicators, the challenges perceived in the daily classroom management by teachers belonging to different schools levels (from kindergarten to secondary schools).
The research was carried out from September 2012 to May 2013 and the methodology used in this study allowed the researches to reach a statistically significant sample of teachers (750) from different Italian schools, in order to allow an easy and direct participation.
The data analysis and results have clearly pointed out the increasing complexity of the teacher’s role and the relational dynamics involved in the process of teaching-learning.
D’alonzo, L., Maggiolini, S., Zanfroni, E., “Gli alunni a scuola sono sempre più difficili?” Esiti di una ricerca sulla complessità di gestione della classe nella percezione degli insegnanti, <<Italian Journal of Special Education for Inclusion>>, 2013; (2): 77-89 [http://hdl.handle.net/10807/55792]
Autore: Luigi d’Alonzo; Silvia Maggiolini: Elena Zanfroni