Verso un orientamento inclusivo. Sguardi e bisogni dei futuri docenti di sostegno

The National Guidelines for Educational Guidance, in line with the European Recommendations, highlight the importance of strengthening the link between lower and upper secondary education to foster informed and sustainable choices and to promote equitable access to higher education. Within this framework, school guidance takes on a pedagogical and inclusive value aimed at supporting the potential of all students, particularly those facing greater difficulties. This study involved 174 trainee support teachers enrolled in the Specialisation Programme for Support Teaching (TFA) at two universities in the Lazio region during the 2024/25 academic year, through the administration of a questionnaire, with the aim of exploring their representations of inclusive guidance and their training needs. Results show a strong awareness of guidance as a shared pedagogical responsibility, but also the persistence of more traditional views of guidance practices. The findings underline the need for more experiential and practice-based teacher training to make guidance an integral and inclusive part of everyday teaching practice.