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 strengthsand 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.
|Numero di pagine||12|
|Stato di pubblicazione||Published - 2016|