So-stare in formazione

[Autom. eng. transl.] The intervention will be articulated illustrating what we mean by the concept of "being in training" and what we mean by reflective training. By reflective training we do not mean only the possibility of a space and a "suspended time" for learning, but rather a way of putting thought on action, starting from one's own experiences and producing new ones to reorient future professional practices and develop / share with the own professional community of reference those already existing good. The need for a reflective formation derives from the awareness of increasingly complex problems, often with an indeterminable and non-predefinable outcome and involving an increasing number of different interlocutors. Sometimes it is a question of finding answers to new problems, other times of finding new answers to old problems, as in the case of rethinking programs that require continuous adjustments with respect to the contexts and real users of our evolving time. In fact, in recent years, the need for pedagogical coordinators and teachers to return to educational actions has emerged. Need not easily accepted, if not within a context of reflective thinking about what is already being done and what challenges must be faced today. Setting up spaces for this reflective thought cannot occur in the void of a context and its history, but progressively building the conditions (of trust, commitment) necessary for such a process to take. The case of a Trentino service organization that tried to establish and consolidate a fertile soil for these steps could take root. The project will therefore present the installation through which the Provincial Federation of Nursery Schools of Trento supports its declination and orientation to reflective training. The conditions necessary to concretely activate such a job, and some organizational repercussions of this choice will be indicated. For these directions to be pursued, strong institutional and organizational support is required, as well as the activation of an entire network of actors involved. In the absence of a contemporary organizational development in fact, the risk is that of leaving the fatigues to the single individuals making their cultural rooting and propagation difficult. This "system" implication starts already from the planning stages, to then be developed in the execution, monitoring and evaluation strategies that it is possible to jointly agree with who the system lives. Finally, we propose a dialogue exemplification of some challenges between a trainer and a coordinator of the reference reality, ie between the two speakers of the intervention.