La riflessività e la narrazione nella formazione dei futuri docenti di sostegno per la scuola dell’infanzia: Esiti di un’esperienza laboratoriale.

Reflectivity can be understood as a core competence in the training of future special needs teachers in early childhood education, conceived as an intentional process integrating cognitive, emotional, and value dimensions in the construction of a deontological habitus. Drawing on Schön’s theoretical framework of the reflective practitioner, reflectivity can be interpreted as an epistemic and transformative practice, capable of linking theory and practice, emotion and thought, individuality and relationship. Within this perspective, narration emerges as a privileged tool of reflectivity: through self-narrative and autobiographical writing, future teachers make sense of their experiences, transform emotions into knowledge, and build situated professional understanding. Based on these premises, this paper presents the results of a laboratory experience conducted at the University of Salerno (TFA IX cycle), aimed at investigating participants’ expectations and emotions throughout their training path. The qualitative analysis, inspired by thematic analysis (Braun & Clarke, 2006), highlights an evolution of reflectivity: from a focus on present action, to the narrative re-elaboration of experience, and finally to future-oriented projectuality. In this scenario, reflection and narration emerge as inclusive and generative devices fostering agency, self-training, and an aware, ethically grounded professional identity.