Narrazione autobiografica come dispositivo formativo per la cura del sé professionale dell’insegnante di sostegno

The methodological approach of the Narrative Inquiry (Connelly & Clandinin, 1990, 1994), guided by a pragmatic view of knowledge and founded on the concept of ethics of care (Noddings, 2000) is configured as a method of enquiry that enables the professional development of support teachers. The contribution intends to present a reflection of a theoretical nature on the possible use of autobiographical narration (Demetrio, 1996; Cambi, 2014; Gaspari, 2008), within the Narrative Inquiry approach, exploring its possible forms and uses in terms of training and professional self-care in specialisation courses for support activities. The future support teacher, through autobiographical narration as self-care in training courses can, in fact, better re-elaborate experience and personal and professional experiences, combining the present with the past for a greater impetus towards the future in order to find a renewed projectuality and in view of a gratifying self-realisation (Travaglini, 2016).