The practice of documentation by teachers

The present study is intended as a theoretical reflection on the theme of the practice of documentation by teachers. In particular it considers the context of Italian schools since the practice of documentation is a methodological aspect of the teaching profession established by government regulations (Orientamenti 1991, Indicazioni Nazionali), carried out in different ways and often to which no great value or importance is attached (Benzoni 2001; Specchia 2001; Stradi, Malagoli 2005; Antonietti 2011). Starting from the literature on the subject and some exploratory pieces of research on the theme (Stradi, Malagoli 2005; Antonietti 2011), this contribution intends to highlight some of the problematic key issues of the practice of documentation which require theoretical reflection before they can be researched in the field. There are three themes which this reflection will focus on as well as proposing some in-depth empirical analysis: 1) the recipients and functions of the practice of documentation; 2) creating conditions for useful training in the practice of documentation; 3) the practice of documentation as a useful tool for clarifying the learning process of children (Rinaldi 2001; Moss 2004; Kroeger, Cardy 2006).