Abstract

The article proposes an analysis taken from the experience of tutoring in a Master aimed at secondary school teachers, held at the University of Palermo in 2014/2015, and focused on multimedia teaching techniques. The master, established to promote the learning of multimedia teaching, becomes a privileged research field of the forms and meanings of peer learning. Conceptualized as a reflexive educational experience, it allows to analyse the emergence among participants of shared professional experiences and the transformation of meanings the participants themselves attribute to their experiences. In particular, through a specific enhancement of relational sociology and valuing a pragmatic approach, the article highlights the mechanisms that transform the sense of the educational experience. The learning of digital teaching methods, the different perspectives of analysis of the situation that master teachers/tutors and teachers attending the master (teacher students) have the opportunity to share, not only highlight a critical dimension but also an attentional dimension of reflexivity. It is the discovery of a new relational mode, based on attention to the knowledge of the other, for the problems they are called to face in their professional role. It is a practical attention that promotes willingness to engage in the search for common solutions to dialogue with the educational situation, and to direct individual knowledge towards the resolution of emerging and unexpected problems