Narration as an inclusive place, time and reflective-transformative logos. The internship diary as an experience of narrative problematization of teaching professionalism

Narration as an inclusive place, time and reflective-transformative logos. The internship diary as an experience of narrative problematization of teaching professionalism. The work of reconstructing the professional epistemologies of teachers has not only an important heuristic function, but also a significant formative value, as it makes professionals aware of the epistemic conditions of the practices carried out, offering them productive opportunities for reflection and self-reflection in which they can exercise, with different dimensions and levels of depth, innovative forms of critical investigation on their actions, revisiting not only the theoretical and conceptual implications, but also the implicit assumptions, the cultural and social preconditions, the more or less hidden constraints that condition them. Giving a “narrative form” to what happens, through the action of those who narrate themselves with the plurality of experiences and complex and “difficult” stories within a welcoming and inclusive context allows everyone and each subject to be re-cognized and to participate in the challenge of inclusive living in the common territory of belonging. Narration as a reflective space, time, and logos implies the activation of a dialogic process of a social nature that fosters genuine community sharing. As an individual process, it becomes a language of shared existential emancipation, because it is not merely a monologue with oneself, but a regenerative reflection on lived experience that constantly re-orients professional action, re-signifying it. The internship diary as a tool for professional reflection contributes to re-vivifying the training of the inclusive teacher and the traditional didactic-curricular and management settings, reducing the risk of homologating standardization.

Keywords: narration, inclusion, reflective training, internship diary.

Keywords: narration;inclusion;reflective training;internship diary

Patrizia Gaspari, Susanna Testa, La narrazione come luogo inclusivo, tempo e logos riflessivo-trasformativo. Il diario di tirocinio come esperienza di problematizzazione narrativa della professionalità docente in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2025, pp 9-24, DOI: 10.3280/erpoa1-2025oa20432