Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
This contribution aims to present the latest research-raining activities carried out by the Centre for Skills Assessment and Career Guidance at the University of Foggia in the field of continuing professional development for teachers, described as a potentially generative and transformative context in which the construction of professional identity and the promotion of reflective skills are intertwined. By moving beyond the concept of training as a mere updating of professional skills, continuing professional development can be seen as an “existential pause” in which to value the introspective, retrospective and prospective dimensions essential for self-recognition, attributing new meanings to one’s experiences and creating novel connections between the present and the future. In an education system characterised by increasing bureaucratisation, isolation and emotional exposure, “training” simultaneously takes on the meaning of supporting, caring for and looking after, learning to listen and making space for individuals who wish to reflect critically on their professional practice, on navigating the uncertainty of daily life, and on recognising in vulnerability and failure opportunities for growth and awareness.
