Reflective practice in the internship experience as a training tool and orientation to the profession for support teacher of lower and upper secondary schools

Abstract

Starting from the methodological approach of the Narrative Inquiry, the paper presents the collection and analysis of 418 internship reports of the same number of support teacher of secondary school in initial training attending the University of XXX in the period between January and June 2021.

The research intends to highlight the importance of reflective practice as an innovative device for professional development and orientation of one's own didactic action, in a dimension that combines theoretical knowledge and practical application of the same. The analysis of the results confirms the methodological approach of the Narrative Inquiry is a valid training tool for triggering a reflective process in future support teachers of lower and upper secondary schools.