Access to Early Childhood Education and Care (ECEC) services is essential to providing all children with the necessary competencies for lifelong learning, with particular attention to those from disadvantaged backgrounds. However, ensuring access alone is not sufficient; it is crucial that these services maintain a "high-quality" standard, as emphasized by the European Council Recommendation on High-Quality Early Childhood Education and Care Systems. One of the key factors in ensuring such quality is the professionalization of staff, which includes continuous in-service training.

This study explores induction programs as fundamental tools for supporting newly hired educators in acquiring professional competencies and developing a professional habitus suited to contemporary educational challenges. Specifically, it presents the training program promoted by the Municipality of Foligno.

The initiative addressed the need to support the integration of new professionals, tackling the challenges posed by the diversity of their educational and professional backgrounds while ensuring an effective transmission of best educational practices. The training program integrated moments of collective reflection, hands-on experimentation, and documentation of practices, fostering a culture of continuous professional development. The adopted model was based on a workshop-based training approach. The course also proposed phenomenological-hermeneutic research aimed at encouraging and supporting a reflection by the new recruits on their role as educators and through the analysis of their experiences to bring out critical and supportive elements in relation to the relationship with children and their families. The results of the study were shared with the participants in four meetings. In which the educators were able to rethink their skills and practices.

Keywords: Constructing Reflective Practices and Shared Visions in Induction Pathways.