Formarsi alla riflessività. Il tirocinio dell’insegnante in servizio in contesti multiculturali

Ivana Bolognesi

Intercultural pedagogy values the reflective process as an essential factor in the achievement of intercultural skills. From a reflective standpoint, teachers participate in the conception of an intercultural thought both in themselves and in their students, and also in the creation of spaces for encounters and dialogue at school. This paper analyses the in-service teacher training programme arranged by the University of Bologna with the Master’s in “School organisation and management in multicultural contexts”. The course is divided into a first descriptive section regarding the structure of the entire training programme, and a second part analysing the steps teachers took to co-create reflections about praxes at school.


learning to reflect, intercultural skills, intercultural thinking.