Abstract
In the field of teacher professional learning for inclusion, the request to describe collaborative and reflective courses for all-subjects in-service teachers is currently widespread. Nevertheless, the present literature is rather deficient in this sense. Thus, the purpose of this study was to describe an experiential and team-based course on inclusive didactics for secondary all-subjects teachers that was based on the active involvement of teachers within an inclusive orchestra. The metaphor of the orchestra, in fact, has been often used within the field of inclusive education to describe a context where differences are valued to produce a rich result. In addition, numerous authors have recognized the value of liminal spaces for the modification of attitudes, and modalities of interaction. To achieve this aim, the research was designed as a single case study. Thus, it involved a group of 7 co-working all-subjects teachers at lower secondary school in an 18-hour course structured around the orchestra experience. The course also included sessions on reflexivity, observation, differentiated instructions, collaboration, and intercultural education. Data were collected using semi-structured interviews with participants and qualitative class observations before and after the course, and participant course observations. These data were then analyzed through Thematic Analysis. The main results of the research include a) the description of the course format as a catalyst element for the enrollment; b) the acknowledgement of the experience as transformative for the group in terms of relationships, and didactical perspective; c) the portrayal of playing in the orchestra as a first-hand inclusive experience and an opportunity to identify in their students; d) a change in both teachers’ attitudes towards difference and in their use of differentiation in the classes. These results, despite being exploratory, suggest an interesting direction to provide all teachers the opportunity to develop inclusive attitudes and competences.