Making experience: preschool tearchers professional development

The study aim to investigate how beginning teachers in Bologna province pre-schools construct their professionalism in ther first years of practice. What happens during the induction in school? how do they represent themselves as teachers? What are the elements that contribute to teachers professional development? The research is takes origin from a larger previous study ' Cares in Education' (Bologna University Department of Education). The theoretical approach is inspired to the phenomenological pedagogy. In particular, the co-construction of meanings is considered the main hermeneutic tool for a jointly accomplished making sense of reality. The study has being conducted using group interviews and written interviews: the data collected has been interpreted using hermeneutical analysis. The results point out to the relevance of social components of professional development.