The arrival of new teachers as a tool for professional development

Abstract

The present publication reports the findings of a research carried out on the issues of early childhood professionalism in some Italian province. The study, that is predominantly qualitative, aims to investigate the relation between care practices and professional development within institutions. This study focuses on teachers’ perceptions on their professionalism conceived as situated construction and of their professional Self. It considers the arrival of a teacher in a new working context as a crucial moment for professional growth and conceptualizes welcoming practices as in-service training opportunities in the framework of collaborative research sustaining reflection at team level.