NDLI: Does Enactive Teaching Improve Inclusion of Immigrant Pupils? A Research in Northern Italy’s Schools

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Does Enactive Teaching Improve Inclusion of Immigrant Pupils? A Research in Northern Italy’s Schools

Content Provider	SAGE Publishing
Author	Coin, Francesca
Copyright Year	2017
Abstract	Immigration in recent years has dramatically increased, especially in Europe. Countries have been coping with it in different ways, and this suggests that certain policies and approaches may work better than others. As a fact, a successful integration starts with the education system. This study investigates how the teacher’s approach toward his or her class influences the development of different ways of thinking in the students. Thirty-four primary school teachers were interviewed to identify which teaching approach they uphold among transmissive, constructivist, and enactive teaching. Then, a connection was searched between teachers’ beliefs and the average scores obtained by their 659 students in critical, creative, metacognitive, emotional, and contemplative thinking tests. The hypothesis argues that a more inclusive approach, such as enactivism can be an efficient strategy, as it views diversity as an asset rather than as a problem. Hence, this study attempts to demonstrate that enactive teaching is an effective approach that everyone should consider as it can help both native and immigrant students.
Related Links	https://journals.sagepub.com/doi/pdf/10.1177/2158244017706403?download=true
ISSN	21582440
Issue Number	2
Volume Number	7
Journal	SAGE Open (SGO)
e-ISSN	21582440
DOI	10.1177/2158244017706403
Language	English
Publisher	Sage Publications CA
Publisher Date	2017-05-13
Publisher Place	Los Angeles
Access Restriction	Open
Rights Holder	© The Author(s) 2017
Subject Keyword	enactive teaching immigrant pupils teaching approaches primary school inclusion
Content Type	Text
Resource Type	Article
Subject	Arts and Humanities Social Sciences

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