This paper presents a case study on self-assessment initiatives of a comprehensive school in Rome. The theoretical framework is based on the practitioners' reflexivity and the self-efficacy construct in relation to factors of well-being and discomfort. More specifically, the paper describes some aspects (teaching effectiveness and relationship with colleagues, self-assessment and the willingness to ask for advice) of a previous study conducted through a written interview on the factors of well-being and discomfort at school and a questionnaire on reflection on professional practice, both administered with teachers. A sense of ineffectiveness has emerged from the analysis of data on discomfort in relation with teaching effectiveness, in particular for pupils with difficulties or the excellent ones; difficulties have also emerged in relation to organizing teaching for several levels; some misconceptions about teaching have also been revealed: the heterogeneity of the classes is sometimes seen as a factor which penalizes the best students.
Si presenta uno studio di caso relativo ad alcune iniziative di autovalutazione di un istituto comprensivo di Roma. L’impianto teorico è costituito dalla riflessività professionale e dal costrutto dell’autoefficacia anche in relazione a fattori di benessere e disagio. Il lavoro approfondisce alcuni aspetti (efficacia didattica e rapporto con i colleghi; autovalutazione e disponibilità al confronto) di uno studio precedentemente condotto attraverso la somministrazione ai docenti di un’intervista scritta sui fattori di benessere e disagio a scuola e un questionario per la riflessione sulla pratica professionale.Dall’analisi dei dati sul disagio nell’efficacia didattica emergono in particolare: un senso di inefficacia rispetto ad alunni in difficoltà o eccellenti; difficoltà a organizzare una didattica per più livelli; alcune misconcezioni sulla didattica: l’eterogeneità delle classi è vista a volte come un fattore di appiattimento e di penalizzazione degli studenti più capaci.
La percezione di efficacia e di disagio nelle pratiche dei docenti: esiti di un’indagine condotta nel percorso di autovalutazione di un istituto comprensivo di Roma
Botta Emanuela
2023-01-01
Abstract
This paper presents a case study on self-assessment initiatives of a comprehensive school in Rome. The theoretical framework is based on the practitioners' reflexivity and the self-efficacy construct in relation to factors of well-being and discomfort. More specifically, the paper describes some aspects (teaching effectiveness and relationship with colleagues, self-assessment and the willingness to ask for advice) of a previous study conducted through a written interview on the factors of well-being and discomfort at school and a questionnaire on reflection on professional practice, both administered with teachers. A sense of ineffectiveness has emerged from the analysis of data on discomfort in relation with teaching effectiveness, in particular for pupils with difficulties or the excellent ones; difficulties have also emerged in relation to organizing teaching for several levels; some misconceptions about teaching have also been revealed: the heterogeneity of the classes is sometimes seen as a factor which penalizes the best students.Pubblicazioni consigliate
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