La dimensione collaborativa tra partecipazione e apprendimento nella formazione degli insegnanti

This paper assumes that collaborative learning is a tool to generate innovation in educational activities, as participation to social practices is strongly connected with learning activities. We will describe a training experience for 129 teachers, that can be placed in a diagnostic step of action-research. The teachers, from different school levels, were divided into groups involved in collaborative learning practices by activities, jigsaw or progressive inquiry. Through self-report items and graphical representations, both individual and group contributions to learning and participation processes were perceived. The iconic, descriptive and correlational analyses have shown that social and educational dynamics are closely linked in the collaborative dimension and can promote the planning of future interventions.