Pratiche riflessive, riflessività e insegnamento

Abstract

The use of terms such as “reflection”, “reflexivity”, “critical reflection”, “critical incident” broadly appeared in literature pointing out a way to intervene in teacher training, moving from one work
field to another. Gradually different concepts referring to different actions have been included, to such an extent that it is not always easy to specify the nature and process. The paper first of all
claims the need to connect the above key words to interpretative models they refer to and to the different forms of reflexivity used in education, avoiding reductionism and trying to assert their
specific meanings. Secondly, it aims at showing that defining the nature and research on the “reflection” is a complex and deep problem, for instance on the concept expressed and techniques
used by reflection, as well as the broad range of meanings it carries in itself. The paper aims particularly at presenting some emerging positions on the reflection and its possible extension into the domain of educational process management, using studies developing participant reflective approaches and re-centering the concepts of “experience” and “practice”, as well as the re-conceptualization of the notion of “routine”.