Reflexive Writing in the process of in-Service training for Support Teacher's Professional Identity: A Methodological Proposal

Abstract

The article reports the results of a survey conducted between September 2020 and January 2021 with a group of 20 support teachers who carry out service in an upper secondary education institution in the province of Agrigento and whose object is narration as a reflective methodology to be privileged in field of in-service development of professional identity. The survey intends to demonstrate the usefulness of reflective writing on professional practices as a means of: a. encourage the critical awareness of what has been acquired, reworked and reused in a dimension that combines theoretical knowledge and practical application of the same; b. bring out the idea that the vision of inclusion and awareness of one's role as support teachers, potential promoters of social change, can influence the way the relationship is structured, objectives and paths are defined in the presence of students with needs special educational.