Riflettere il cambiamento, sperimentare sviluppo professionale nella Scuola dell’Infanzia

Caring for teachers’ continuing teacher education (CPD) is a key goal for school quality (European Commission, 2021). Recent studies indicate the effectiveness of CPD interventions integrated with practice and mediated by feedback for its informed and proactive reinterpretation (Peleman et al., 2018). The article presents two studies in preschools: the first proposes a Grounded Theory on elements of resistance and facilitation to change; the second explores potentials and limitations of the Analyse de Pratiques (AdP) device (Altet, 2000). From the first, it emerges how the protection of one’s professional visions, more or less conscious, constitutes the main element of resistance to CPD; the second highlights an evolution in the ability to problematize practices by modifying their conceptualisation, an essential step in redefining didactic design competence.