Performative Methodologies for teachers’ professional development

Abstract

The article explores the contribution of the performative methodologies to the professional development of teachers. It articulates the hypothesis that the adoption of performative methodologies, combining learning, action, reflection, and experience, is particularly promising to support group of teachers involved in laboratory paths in validating the sociolin‐guistic distortions (Mezirow, 2003; Taylor, 2002) with which they describe the experience of people with disabilities, and the implicit premises with which they thematize their professional role and acting. Two performative techniques adopted in the professional development of lower and upper secondary school are presented: the autoethnographic case‐study (Motter & Baldwin, 2018; Tisdell, Whalen, & Johnson, 2022) and the Transformative Listening Protocol (Anderson Sathe et al., 2022).