SELF-NARRATIVE AS AN ORIENTATION TOOL AIMED AT PROMOTING THE PROFESSIONAL DEVELOPMENT OF SPECIALIZED TEACHERS: RESULTS OF A QUALITATIVE STUDY

This paper describes a training and research experience in the field of Special Needs Education, emphasizing the significance of autobiographical narratives as a tool for self-reflection and professional development among educators. The study analyzes a corpus of over 500 autobiographical narratives, collected across multiple cycles from 2020 to 2024, to explore how participants recognize both their own needs and those of others. By engaging in self-narration, educators undergo an introspective process that enhances their individual awareness and provides opportunities to address external demands and pressures. Qualitative analysis, conducted using NVivo software, reveals a complex set of motivations underlying the renunciation expressed by participants. The predominance of internal, controllable factors over external ones suggests that many educators are strongly influenced by reciprocal expectations and socially recognized models. These elements play a significant role in shaping their professional choices, personal identities, and aspirations. The study particularly highlights the role of familial and social expectations, showing how educators – as influential figures – can have a substantial impact on the trajectories of emerging generations. This dynamic underscores the importance of a pedagogical approach that acknowledges and values both individual and collective dimensions.