Immaginarsi insegnante. Il disvelamento del sapere implicito come formazione riflessiva degli educatori

Abstract

The field of the teaching profession constitutes a working environment in which the implicit dimensions of personal knowledge anticipate forms of influence that tacitly shape concrete work practices in terms of evaluations, choices, and behaviors. The teacher, needing to appropriately interpret and manage the complexity and fluidity of the multiple variables that make up the educational context, must necessarily develop an ability to engage with their students that escapes the usual and covert tacit dynamics of “labeling” and prejudice—responses rooted in personal knowledge and common sense. Based on these premises, this contribution aims to highlight the central role that teachers' self-reflective training assumes in the development of skills focused on the conscious unveiling of implicit knowledge as a strategy intended to effectively guide the development of the educational relationship.