La supervisione videoregistrata: tecnica di ricerca e strumento di valutazione delle pratiche educativo-musicali - The videotaped supervision: technical research and assessment tool for music education practices

The aim of this paper is to describe and examine the influence of the videotaped supervision on the process and functions of monitoring and evaluation of educational practices, starting with a model that has guided empirically supported interventions in a study of supervision on training aimed at consolidating and developing professional skills in music education in early childhood. The study, which analyzed the activity of supervision to which annually undergo educators and teachers enrolled AIGAM (Italian Association for Gordon Music Learning), intended to verify the application of those principles expressed in the learning model of the Music Learning Theory (MLT) developed by educational psychologist E. Edwin Gordon and promoted internationally by various institutions and organizations specifically accredited. It sought to understand: the kind of practices, interactions, enabled by pipeline to the proposed educational course, the existence of a consistent relationship between the principles expressed in the MLT and their application, the type and the benefits of supervision performed by of video recording on stakeholders in terms of change in professional behavior, and finally whether the active supervision could be comparable with other kinds of approaches. The contribution begins by noting the scarcity of existing literature on information about the methodological guidelines and criteria for use of video recording, as it realizes the time is mainly defined as a technique for research in relation to their oversight, affirming the need to think about how to conceptualize and use of this technique in the field of education both in formal and informal. The videotaped supervision was in fact introduced gradually as a tool in training programs for teachers many European countries, opening a debate that reveals the presence of specific guidelines on how to use it properly from the methodological point of view in the training of professionals in education all levels and grades.