Autobiographical Writing and Silent Reading (of Oneself): Critical Reflections and Personal Growth in Teacher-Training Courses at University
Abstract
This article presents a pedagogical project developed within a university course in Social Pedagogy involving one hundred students of all genders. Participants were invited to write and read their own coming-of-age narratives (Bildungsroman), reflecting on formativeexperiences emerging from formal, non-formal, and informal learning contexts. The educational design combined three interconnected phases: autobiographical writing, individual silent reading aimed at fostering critical self-reflection, and dialogic sharedreading focused on reciprocal feedback and collective meaning-making. The impact of the project was assessed through a structured questionnaire exploring dimensions of self-awareness, reflexivity, and professional identity development. Findings suggest that the integration of individual narrative work and collaborative dialogue promoted multidimensional learning processes, strengthening participants’ capacity to connect personal educational trajectories with future professional aspirations. The study highlights the pedagogical value of autobiographical and dialogic practices in supporting identity construction and reflective learning in higher education.