Creating participatory teaching practices in university environments, in collaboration with local education services, means opening a dialogue between experienced and novice professionals and generating a mutual exchange and enrichment. In this way, theory and practice nourish each other to co-construct new strategies responding to emerging challenges.
Within professionalizing online training paths – implemented during the pandemic emergency – the processes of producing-receiving feedback among all actors have fostered pedagogical reflections and designing actions. This approach has created a space in which to refine professional skills and awareness about education, thanks also to the testimony of experts in the field.
The experimentation of these processes – retraced with a reflective perspective – opens up further pathways for instructional and laboratory design and requires University as a community focused to maintain an open dialogue with students, so as to accompany them in the exploration of personal and professional identities.