Active learning and placement in pre-service teacher training for inclusion

The paper presents the global question on how to train competent teachers with an inclusive approach in the contemporary society. From a curriculum centred on knowledge and abilities to a competence-based education, education at all levels is facing new challenges: for Universities preparing future teachers it is also mandatory to meet the request of new competences related to inclusive education. How can higher education institutions prepare new teachers to answer to the complexity of the world and to prevent exclusion in classroom? This contribution illustrates the kindergarten and primary school teachers curriculum in Italy at the University of Bologna: despite the large number of students, the organization of laboratories with active learning methodologies and a progressive placement (in 4 years) followed by tutors with different roles provides students didactical and methodological competences with a “learning by doing” approach that will suggest them how to organize an active learning environment in their future carrier and how to research and reflect within a life-long learning context.