Stage in Educational Practice. A Reflective Experience

This article is about a still in-progress research experience that is a part of a wider research-action context and intends to suggest a model of organization for training activities that focuses on the educational professions and are based on “reflectivity” and “transformative learning”. The intention is to show the organizational structure of a still ongoing experience performed by the internship-students. This experience is part of a research that started in 2010 in order to explore the several dimensions and the chances to practice a reflectivity education. Considering reflection as a professional habitus, the research develops its theoretical and methodological framework on the basis of different points of references, such as Dewey’s “theory of inquiry”; Schön’s “reflective practitioner”; Mezirow’s “transformative learning”. The three perspectives represent an epistemological background that can be defined as reflective and transformative epistemology of professional practices in education.

L'articolo presenta lo stato dell’arte di una esperienza di ricerca-formazione attualmente in corso (“St.Rif.” – Stage Riflessivo) che vede protagonisti gli studenti-stagisti del Corso di Laurea in Scienze dell’Educazione dell’Università degli Studi Suor Orsola Benincasa di Napoli. Pensando alla “riflessività” come habitus professionale la ricerca costruisce il suo impianto teorico sulla base di una integrazione tra la “teoria dell’indagine” (Dewey, 1933, 1938), la prospettiva del “professionista riflessivo” (Schön, 1983, 1987) e la prospettiva dell’“apprendimento trasformativo” (Mezirow, 1991). Questa tre prospettive concorrono a costruire quella che viene definita come epistemologia riflessiva e trasformativa delle pratiche educative professionali.