Adults education and capability process: a research on teachers professional development.

The educational professionalism in pre-school contexts appears now involved in a transformative process that requests new strategic and important dimensions of professional development. The teachers continuing training cannot be limited on skills and competences learning, but must include and increase the capability to make an agency oriented to self-determined objectives. The project research we are going to outline examines the correlation between the agency's capability processes and the pre-primary teachers professional development. First evidences about the increased value acquired by the aspects of Networking and Governance lead to redefine the professional development training, by the involvement of learning contexts widened. Its suggests a need to include social and informal dimensions into continuing vocational training, into the perspective of a generative learnfare with social fallouts.