The article grounds on the assumption that researchers, in order to be not mere technicians but competent practitioners of research, should be able to reflect in a deep way. That means they should reflect not only on the practical acts of research but also on the mental experience which constructs the meaning about practice. Reflection is a very important mental activity, both in private and professional life. Learning the practice of reflection is fundamental because it allows people to engage into a thoughtful relationship with the world-life and thus gain an awake stance about one’s lived experience. Reflection is a crucial cognitive practice in the research field. Reflexivity is largely practiced in qualitative research, where it is used to legitimate and validate research procedures. This study introduces different perspectives of analysis by focusing the discourse on the main philosophical approaches to reflection: pragmatistic, critical, hermeneutic, and finally phenomenological. The thesis of this study is that the phenomenological theory makes possible to analyze in depth the reflective activity and just by that to support an adequate process of training of the researcher.
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