This paper examines the role of developmental psychology in reflective practice, using examples from the Department of Psychology at the University of Turin, Italy, and from a regional institute that deals with continuous teacher training. After introducing the topic and discussing the need for continuous teacher training, the paper presents information on general theoretical premises and the construct of change. It goes on to discuss the specific theoretical model (the recursive schemata of Mounoud). Next, it describes a training course, based on Mounoud's theoretical principals, that involved 35 primary school teachers (all of whom had a university degree in psychology or pedagogy and were willing to undergo theoretical study and subsequent assessment of the learning achieved). In the training model, mentors held the role of mediator between theory and practice and between university and school. A study of the course indicated that it allowed teachers to gain a knowledge of the whole developmental process and to reflect on how social, affective, and cognitive elements were interwoven in their students' daily lives. Surveys of the teachers indicated that they accepted the theoretical issues when they were allowed to consider theory as a useful tool for intervening more efficiently at the operative level. Overall, the researchers concluded that the intervention model and contents of the course were effective. (Contains 69 references.) (SM)