Semantiche personali e processi riflessivi negli educatori. Analisi di una storia di formazione

Abstract

The relationship between experience and reflection is a kind of continuous thread in the pedagogical debate regarding teacher training, where reflection is among the tenets of professional
competence. Widely-shared ideas hold that the experience alone is not enough, and “learning by doing” requires reasoning and reflection (according to Deweyian logic) on what is being done. Yet the link between the two areas is not so obvious; the intelligent processing of practice needs support: contexts, methods, tools. In this article we consider teacher training methods using a teacher’s story as an example, reconsidered and discussed in light of the analysis of the personal semantics that emerge from the subjects’ thinking processes regarding her experiences.