Resumen

VOLTOLINI, Rinaldo. Teacher training and inclusive education: the transfer-centered clinical démarche. Estilos clin. [online]. 2023, vol.28, n.1, pp.30-46.  Epub 14-Nov-2025. ISSN 1415-7128.  https://doi.org/10.11606/issn.1981-1624.v28i1p30-46.

This article discusses the relevance and functioning dynamics of the clinical démarche in teacher training. Based on the limits of the hegemonic approach in teacher training-here called the scientific approach with deductive method-, it is hypothesized that listening to teachers engaged in case discussion groups-clinical approach with inductive method-, in which discussion starts from the challenges that stem from teaching, allows highlighting elements that promote a particular way of teacher involvement in the theorization of their work. To do so, we will discuss the place of the clinical démarche within teacher education and analyze, through fragments of work in teacher listening groups, the functioning and effectiveness of such groups in teacher training.

Palabras llave : transference; knowledge; research; groups; training.

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