Il ciclo riflessivo di Gibbs e la Ricerca-formazione: una proposta di ricerca

In the field of education, the theme of reflexivity has given rise to a diverse universe of practices. To value reflection on experience is to overcome the traditional separation of theory and practice, which sees experience solely as the place where knowledge and patterns of action learned elsewhere are applied. It is not easy to gather evidence of how this reflective process is triggered, what the levels of its development might be, and what results, in terms of changes and new awareness, it causes in the subjects who participate in it. Gibbs (1988) with his schema of reflection on practice suggests
six reference dimensions, which prompt individual or collective reflection. This model, itself situated and not generalizable to a family of situations, has potential that has not yet been explored. This paper proposes a research-training-based research project that,
together with teachers from different grade levels, will apply this model for the activation, analysis and evaluation of reflective processes on teachers’ actions. We will present the research framework, identifying the intentionalities behind the methodological choices.
We will explore the use of quantitative tools to support the qualitative research framework, functional for the exportability of the process and the triggering of changes in teachers.