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
Titolo del capitolo
La scrittura autobiografica per la cura e l’accompagnamento delle professionalità educative e formative: uno sguardo qualitativo tra esperienza e ricerca
Autori
Debora Daddi
Lingua
Italiano
DOI
10.36253/979-12-215-0943-4.10
Opera sottoposta a peer review
Anno di pubblicazione
2026
Copyright
© 2026 Author(s)
Licenza d'uso
Licenza dei metadati
Titolo del libro
Formare professionisti dell’educazione, della scuola, della cura
Sottotitolo del libro
La Scuola in Ospedale e l’Istruzione Domiciliare
Curatori
Vanna Boffo
Opera sottoposta a peer review
Numero di pagine
208
Anno di pubblicazione
2026
Copyright
© 2026 Author(s)
Licenza d'uso
Licenza dei metadati
Editore
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
Collana
Studies on Adult Learning and Education
ISSN della collana
2704-596X
e-ISSN della collana
2704-5781