Learning and Sharing through Reflective Practice in Teacher Education in Italy

Abstract

John Dewey (1933) argued that learning from experience is enriched by reflecting on experience and Donald A. Schön (1987) theorized that reflective practice represents an important factor to improve professional activity. Jack Mezirow, (1991, 2000) gives reflection a central role in learning because through it we become aware of the ways in which we interpret reality and give meaning to actions and behaviour. From this theoretical framework this paper describes a case study about the benefits produced by reflective practice on students during teacher training in Italy, with a particular focus on the connection between reflection, self-awareness and learning. In particular it analyses the experience of reflective practice of thirty-five pre-service teachers’ education, with a qualitative approach, “Clinica della Formazione” of Riccardo Massa (1987, 1990). Based on these results we would like to prepare a model of reflective practice for pre-service teachers and teachers in service.