Stage in Educational Practice. A Reflective Experience

Abstract

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 internshipstudents. 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.