Promoting teachers' well-being in the school context: narratives and Lego to support professional reflexivity

Abstract

The contribution intends to explore the use of a particular methodology, called Lego Serious Play (LSP), which, with the professional action of a facilitator, is able to promote storytelling and the co-construction of meanings within a working group, specifically made up of school teachers. Creating even in the school organisational context a time and space in which to initiate reflexive processes can become an extraordinary opportunity to allow the teaching staff to “recognise” themselves as people and professionals and, through interaction and exchange, to share experiences and emotions and co-construct new interpretations; a training process that is indispensable for reciprocally caring and generating meaningful, reflexive and transformative learning oriented towards the promotion of well-being.