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FrancoAngeli Journals

Articles

No. 1 (2025)

Fostering Inclusion through Reflection: An Analysis of Teachers’ Reflexivity

DOI
https://doi.org/10.3280/erpoa1-2025oa20448
Submitted
giugno 24, 2025
Published
2026-10-09

Abstract

The concept of reflexivity has undergone significant evolution in both national and international scientific debate, developing through various theoretical perspectives, including socio-material, intersectional, and phenomenological approaches. In the educational context, reflexivity serves as an essential tool for enhancing teaching practices and promoting inclusion. This study explores the role of reflexivity in the professionalisation of teachers, highlighting its potential and limitations in relation to emerging educational challenges. Through an empirical investigation based on the Reflexivity Model, conducted on a sample of 1,119 Italian teachers from different school levels, this research analyses the effectiveness of critical reflection in fostering the development of inclusive and transformative practices. The data collected using the standardised SACIE-R and TEIP instruments enabled an examination of teachers’ opinions, attitudes, and concerns regarding school inclusion, as well as the identification of strategies to enhance professional reflexivity. The findings suggest that reflexivity not only facilitates self-analysis and the improvement of educational practices but also constitutes a fundamental driver of pedagogical innovation and adaptation to the evolving landscape of contemporary schooling.

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