Rethinking Teacher Training: Lessons Learned from Formative Assessment in Emergency
DOI:
https://doi.org/10.7346/sird-012025-p122Keywords:
Beliefs, Implicit, Explicit, Teacher training, Emergency Remote TeachingAbstract
This contribution presents some qualitative findings from a multiple case study conducted in three comprehensive institutes, aimed at investigating teachers' beliefs regarding formative assessment, student engagement, and learning during the period of emergency remote teaching implemented in response to the Covid-19 pandemic. The emerging results have broadened the reflection on pre-service and in-service teacher training and professional development models. The study suggests the necessity of designing and implementing training programs that align with teachers' explicit and implicit beliefs and professional needs, developing over appropriate timeframes. Such programs should be embedded within a community of practice where teachers can give and receive feedback from peers and experts, while also considering concrete classroom experiences and observing the impact on instructional practices.
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Copyright (c) 2025 Marco Giganti
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