This study explores autobiographical writing as a formative and reflective practice within the education and training of professionals. Adopting a qualitative-phenomenological approach, it analyzes a corpus of autobiographical texts produced by adult learners during a three-year educational program. Through thematic analysis, four key dimensions emerge: care and identity, reflexivity and transformation, community and relationship, and writing as a formative practice. Autobiographical writing appears as a space of care, enabling educators to reconnect with their experiences, enhance self-awareness, and cultivate ethical responsibility. At the same time, it acts as a reflective tool, fostering professional learning, relational sensitivity, and a sense of belonging within a community of practice. The findings highlight the transformative potential of narrative practices, suggesting that writing one’s story can bridge personal experience and professional growth, becoming both a method of inquiry and a pedagogy of care.
University of Florence, Italy - ORCID: 0000-0002-5643-329X
Chapter Title
La scrittura autobiografica per la cura e l’accompagnamento delle professionalità educative e formative: uno sguardo qualitativo tra esperienza e ricerca
Authors
Debora Daddi
Language
Italian
DOI
10.36253/979-12-215-0943-4.10
Peer Reviewed
Publication Year
2026
Copyright Information
© 2026 Author(s)
Content License
Metadata License
Book Title
Formare professionisti dell’educazione, della scuola, della cura
Book Subtitle
La Scuola in Ospedale e l’Istruzione Domiciliare
Editors
Vanna Boffo
Peer Reviewed
Number of Pages
208
Publication Year
2026
Copyright Information
© 2026 Author(s)
Content License
Metadata License
Publisher Name
Firenze University Press
DOI
10.36253/979-12-215-0943-4
ISBN Print
979-12-215-0942-7
eISBN (pdf)
979-12-215-0943-4
eISBN (xml)
979-12-215-0944-1
Series Title
Studies on Adult Learning and Education
Series ISSN
2704-596X
Series E-ISSN
2704-5781