La lettura dialogata per lo sviluppo del pensiero riflessivo e critico di insegnanti e allievi

This paper interprets the methodology of shared reading aloud and, more generally, the practices of dialogic reading (Batini, 2023) as approaches to be employed in the context of teachers’ and students’ exercise of reflective and critical thinking. In particular, starting from the qualitative research Il docente riflessivo (Michelini, 2016), carried out with preschool and primary school teachers in the Marche and Emilia Romagna regions, with the involvement of student trainees and traineeship tutors from the degree course in Primary Education Sciences at the University of Urbino Carlo Bo, we will discuss dialogic reading as a useful practice for the professional development of teachers, with particular regard to the creation of conditions that can foster the exercise of teachers’ reflexivity and critical thinking. Similarly, dialogic reading will be considered a useful methodology for promoting pupils’ critical and reflective thinking in education and schooling, concerning ongoing doctoral research.