Videovalutare l'agire competente dello studente

Perla, Loredana; Vinci, Viviana

doi:10.3280/exioa1-2021oa12075

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…The second reason concerns the strategic function of the school principal (Moretti & Alessandrini, 2015) called to express high organizational skills (Bochicchio & Rivoltella 2017;Perla, 2017). School principals are asked to promote participation in professional contexts to welcome innovation: they take on the role of advisors in the experimentation (Quinn et al, 2004) and supporter in the training processes.…”

Section: The Methodological-educational Choice Of the Principals As T...mentioning

confidence: 99%

The Documentation for the System Evaluation and the Teachers Professional Development: A University-school Collaborative Research in Italy

Perla,

Agrati,

Vinci

2023

E&SD

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The continuous professional development of the teacher (CDP) has long been considered a prerequisite for the career and also for economic progress. CDP must be compared to standards which also make it possible to construct validation systems for the teachers’ skills in progress. The issue of teaching professionalism emerges also in the Italian legislative debate. We outline the research “The continuous professional development of the teacher: from the Improvement Plan to the appraisal”, conducted with a group of 33 schools in Southern Italy, the University of Bari and Unione Cattolica Italiana Insegnanti Medi (UCIIM, teachers’ association). The research project investigated the documentation of practices (connected with school’s self-evaluation, teacher evaluation and appraisal procedures) to improve the quality of teaching and to develop teacher professionalism. Three phases of research training occurred: a) The first phase involved a specific document analysis of “Rav” and “PdM” (acronyms for Self-Assessment Report - Rapporto di Auto-Valutazione - and Improvement Plan – Piano di Miglioramento). These documents were presented to the teaching staff and served as the primary materials for self-evaluation and decision-making. b) In the second phase, referred to as "professional development," the skills audit and standards were introduced and collaboratively developed with the teachers. These documents formed the foundation of a teacher's professional development program. c) The third phase was dedicated to "merit appraisal." It focused on selecting and analyzing the best appraisal sheets, which were considered the primary documents for assessing merit and promoting teachers. The school staff involved over 300 people, including teachers and principals. The results of the study underlined: the impact of the documentary practices introduced by school evaluation system on professional development; the importance of university-school collaboration supporting school-based assessment and teachers' professional development, shifting from a top-down orientation to more teacher self-regulating initiatives; the methodological-educational choice of principals as teachers’ tutors.

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Section: The Methodological-educational Choice Of the Principals As T...mentioning

confidence: 99%

The Documentation for the System Evaluation and the Teachers Professional Development: A University-school Collaborative Research in Italy

Perla,

Agrati,

Vinci

2023

E&SD

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“…The student teachers' ability (2) was inferred from the document analysis on paper-and-pencil assessment tools developed and uploaded by student teachers to the platform within thematic workshops at the end of the course. The paper-based assessment tool produced by the students was the "authentic assignment" (Comoglio, 2002;Herrington and Herrington, 2007;Herrington et al, 2014;Tessaro, 2014;Castoldi, 2018;Grion et al, 2019;Perla and Vinci, 2021), that is a "significant tasks, which agree to the (school) student of this experience and make the discovery of knowledge, to relate to it with a curious spirit, sharing experience with others; to acquire, in this way, significant knowledge, that is, recognized as 'important' or necessary by the subject, in order to navigate within a problematic condition verification" (Grion et al, 2019, p. 94). The format of "authentic task" provided to teacher students reported elements as educational goals, focus competence (linked to national curriculum), learning objective(s; linked to specific discipline), age of pupils, operational task, expected product, implementations (times, spaces, work phases and activities, resources, methods and tools), evaluating rubric, self-assessment procedure, methods of peer evaluation.…”

Section: Procedures and Toolsmentioning

confidence: 99%

Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses

Agrati

Vinci

2022

Front. Educ.

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Due to the COVID-19 pandemic, many university initial teacher education courses have been adapted into remote mode. Starting from specific topics of the training curriculum, the work focuses on adapting courses on evaluative knowledge and skills in an e-learning environment; it examined the development of student teachers’ evaluative knowledge (terminology and concepts) and skills (design of paper and pencil assessment tools) who took the adapted courses. A comparative study of two adapted university degree courses (University of Bergamo and Mediterranean University of Reggio Calabria in Italy – initial training of future primary school teachers) in the area of evaluation, was carried out. The study involved 155 primary school student teachers and made a mixed method investigation with sequential system. The first exploratory method collected quantitative data by an “ad hoc” questionnaire on student teacher’ knowledge, the second confirmatory method gained qualitative data through the document analysis of paper-and-pencil assessment tool on student teachers’ skill. The results highlight substantial similarities on knowledge (function of evaluation, difference between evaluation and assessment, object of school evaluation) and skill (ability to refer to real situations and promote situated knowledge) but also differences (construct of school “evaluation processes” and ability to provide different solutions for solving the task) e specific difficulty in implementing the “constructive alignment.”

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Videovalutare l'agire competente dello studente

Cited by 2 publications

References 6 publications

The Documentation for the System Evaluation and the Teachers Professional Development: A University-school Collaborative Research in Italy

The Documentation for the System Evaluation and the Teachers Professional Development: A University-school Collaborative Research in Italy

Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses

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