Through this research we focused on features related to teachers’ self-assessment, understood as a systematic process of examination and as a review of the practices put in place by a professional community. This paper documents a research carried out with a group of 144 in-service teachers. In order to allow teachers to become more aware of their own educational and teaching practice, it was decided to design and develop together with them in a cooperative structure, a rubric for self-assessment of their own skills. In final results we can see that the rubric design and development process was for the teachers a moment of analysis, reflection and discussion on professionalism, about the meaning of the actions. Through the rubric, teachers were equipped with the means to identify the strengths and weaknesses of their professional competence. This instrument also facilitated the integration and effective combination of self-assessment and development, looking forward to an organic design of effective and inclusive educational programs.

Attraverso la ricerca presentata si sono voluti mettere a fuoco quegli aspetti legati all’autovalutazione degli insegnanti, intesa come processo sistematico di esame e revisione delle pratiche messe in opera da una comunità professionale. Questo lavoro documenta una ricerca svolta con un gruppo di 144 docenti in servizio. Per consentire agli insegnanti di acquisire maggiore consapevolezza della propria pratica educativa e didattica, si è scelto di progettare e realizzare insieme a loro, in assetto cooperativo, una rubrica per l’autovalutazione dell’efficacia dell’insegnamento. Nei risultati finali si evidenzia come il processo di progettazione e costruzione della rubrica abbia rappresentato per gli insegnanti un momento di analisi, di riflessione e di confronto sulla propria professionalità e sul significato delle azioni compiute. Attraverso la rubrica gli insegnanti sono stati messi nelle condizioni di individuare i punti di forza e le criticità della loro competenza professionale. Tale strumento ha, inoltre, favorito l’integrazione e il connubio efficace tra autovalutazione e sviluppo, in vista di una progettazione organica di percorsi educativi efficaci.

Pedone, F. (2016). La rubrica per promuovere l’autovalutazione degli insegnanti. FORM@RE, 16(2), 88-99 [10.13128/formare-18216].

La rubrica per promuovere l’autovalutazione degli insegnanti

PEDONE, Francesca
2016-01-01

Abstract

Through this research we focused on features related to teachers’ self-assessment, understood as a systematic process of examination and as a review of the practices put in place by a professional community. This paper documents a research carried out with a group of 144 in-service teachers. In order to allow teachers to become more aware of their own educational and teaching practice, it was decided to design and develop together with them in a cooperative structure, a rubric for self-assessment of their own skills. In final results we can see that the rubric design and development process was for the teachers a moment of analysis, reflection and discussion on professionalism, about the meaning of the actions. Through the rubric, teachers were equipped with the means to identify the strengths and weaknesses of their professional competence. This instrument also facilitated the integration and effective combination of self-assessment and development, looking forward to an organic design of effective and inclusive educational programs.
2016
Pedone, F. (2016). La rubrica per promuovere l’autovalutazione degli insegnanti. FORM@RE, 16(2), 88-99 [10.13128/formare-18216].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/206093
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