Italian Journal of Health Education, Sports and Inclusive Didactics
FROM REFLECTIVE JOURNAL TO AI-MEDIATED DIGITAL STORYTELLING: FOSTERING PROFESSIONAL REFLECTION IN SPECIAL EDUCATION TEACHER TRAINING
Abstract
This study reconceptualizes the reflective journal as a self-narrative pedagogical device for special education teacher training through AI-mediated digital storytelling. Situated within the framework of experimental pedagogy, it adopts an exploratory mixed-methods design with a qualitative emphasis to investigate the use of generative AI tools, including Gemini Storybook and conversational chatbots, to support the creation of digital narratives based on significant episodes of educational practice. The training programme, delivered primarily online, comprised guided activities centred on self-narration, emotional exploration, reinterpretation of teaching episodes, and reflection on professional practice. Qualitative data from the reflective journals and open-ended questionnaire responses were analysed through reflexive thematic analysis, whereas quantitative questionnaire data were analysed descriptively. The analysis identified four overarching themes related to looking beyond behaviour, recognising emotions, designing inclusive responses, and rethinking the professional role, showing that AI-supported digital storytelling extended reflective processes without replacing participants' pedagogical agency.
Keywords
References
Baldacci, M., Nigris, E., & Riva, M. G. (2020). Idee per la formazione degli insegnanti. FrancoAngeli.
Banzato, M. (2014). Digital storytelling nella formazione iniziale dei docenti: Potenzialità e limiti nella pratica educativa. Formazione & Insegnamento, 12(3), 165–179.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.
Bruner, J. (1992). La ricerca del significato. Bollati Boringhieri.
Canevaro, A. (2013). Scuola inclusiva e mondo più giusto. Erickson.
Cottini, L. (2021). Didattica speciale e inclusione scolastica (4th ed.). Carocci.
De Marco, E. (2024). Digital storytelling. In P. Aiello & C. Giaconi (Eds.), L'agire inclusivo. Interfacce pedagogiche e didattiche. Manuale per l'insegnante (pp. 325–326). Scholé.
De Marco, E., & Colazzo, S. (2021). Digital storytelling nei percorsi della formazione dei docenti: Una revisione della letteratura. Annali Online della Didattica e della Formazione Docente, 13(21), 89–105.
Dewey, J. (1961). Come pensiamo. La Nuova Italia. (Original work published 1933).
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Khoo, E., Mitchell, L., & Sammons, M. (2024). Teacher use of digital stories to promote reflective practice supportive of migrant and refugee children's sense of belonging. Early Childhood Education Journal, 52(8), 1993–2007.
Larrivee, B. (2008). Development of a tool to assess teachers' level of reflective practice. Reflective Practice, 9(3), 341–360.
Lavín, C. E., & Goodman, J. (2023). Reflective journaling: A path toward cultural competence for teacher candidates in special education. Teaching and Teacher Education, 132, 104225.
Mazzini, A., Barca, A., & Carrubba, M. C. (2025). Narrazione, tools digitali e digital storytelling: Sfide e opportunità per la formazione in itinere dei docenti. Nuova Secondaria Ricerca, (10), 224–234.
Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO.
Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development (2nd ed.). Routledge.
Mortari, L. (2003). Apprendere dall'esperienza. Il pensare riflessivo nella formazione. Carocci.
Mortari, L. (2009). Ricercare e riflettere. La formazione del docente professionista. Carocci.
Richert, A. E. (1992). Voice and power in teaching and learning to teach. In L. Valli (Ed.), Reflective teacher education: Cases and critiques (pp. 187–197). State University of New York Press.
Rivoltella, P. C., & Rossi, P. G. (2022). Nuovo agire didattico. Scholé.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st-century classroom. Theory Into Practice, 47(3), 220–228.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Striano, M. (2006). La pratica riflessiva nei contesti educativi e formativi. In P. De Mennato (Ed.), Progetti di vita come progetti di formazione (pp. 35–50). ETS.
Tan, X., Cheng, K. S., & Ling, M. H. A. (2025). Artificial intelligence in teaching and teacher professional development: A systematic review. Computers and Education: Artificial Intelligence, 8, Article 100355.
DOI: https://doi.org/10.32043/gsd.v10i4.1891
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
Publisher: Cares srl – REN Press (since 2026). Previously published by Gaia srl – Edizioni Universitarie Romane (2017–2025).
ISSN: 2532-3296 E-ISSN: 3103-5744