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The qualitative study has involved 100 novice teachers attending a two year training course in Teacher College at the Universities of Florence and Siena and has been focused on the analysis of transformative learning processes (Mezirow, 1990; 1991) occurring during the practicum within the interaction among novice and expert teachers using a narrative inquiry approach (Connelly & Clandinin, 1995).
Novice teachers have been asked to write a professional short narrative about a problematic experience in their training framed as “critical incident” (Brookfield, 1990). Narratives have been collected in order to identify transformative processes and turning points in the construction of teacher’s professional epistemology focusing on their epistemic and emotional involvement. Narratives have been processed both by statistic classification and qualitative analysis using a process of methodological and investigator triangulation.