DIGITAL TEACHING METHODOLOGIES, DIDACTIC EVALUATION, AGENCY IN SCHOOLS. A SURVEY AMONG TEACHERS OF ALL LEVELS AND GRADES

The use of educational technologies and evaluative teaching methods, therefore the mastery of these skills, from experimental evidence, improves teachers' agency. Our survey - conducted among a group of 329 teachers of all levels and school grades investigates, with a comparative analysis, the outcome of specialized training in the field of educational accessibility. The hypothesis is the development of a propulsive relationship between the three variables mentioned. The results show, on the one hand, a significant increase in skills in the use of innovative digital teaching methodologies (p < 0.001) and in the use of structured and semi-structured tools for the assessment of learning (p < 0.05) but there is no increase in the perception of self-efficacy, self-determination, persistence, motivation, dedication to work, prerequisites of teacher agency, understood as a situated and systemic action within schools. A reflection on the design of training actions that are truly attentive to the agency dimension is required.