Educating teachers to use the practice of writing as a professional tool

Abstract

This paper takes a critical look at the training paradigm intended for teachers of the various types of school. In the Italian context, this is prevalently of the traditional-transmission type, based on provision of content and techniques. The paper looks at the legitimacy, at the epistemological, methodological and procedural level, of an alternative training model centred on use of the practice of narrating and writing down the educational, training and didactic procedures adopted, within a reference framework that embraces the auto-reflexive, narrative-autobiographical approach to research-training. We sustain that this approach is able to grasp the complexity of the contemporary school and of present-day learning contexts.