Educating teachers to use the practice o f writing as a professional tool [Educare gli insegnanti alla pratica di scrittura professionale]

This paper takes a critical look at the training paradigm intended for teachers o f the various types o f school. In the Italian context, this is prevalently o f the traditional-transmission type, based on provision o f content and techniques. The paper looks at the legitimacy, at the epistemological, methodological and procedural level, o f an alternative training model centred on use o f the practice o f narrating and writing down the educational, training and didactic procedures adopted, within a reference framework that embraces the auto-reflexive, narrative-autobiographical approach to research-training. We sustain that this approach is able to grasp the complexity o f the contemporary school and o f present-day learning contexts.