The professional awareness of the teacher: resilience and self-regulation


  • Alessandra La Marca
  • Leonarda Longo


The research aims to highlight some specific features of a teacher’s knowledge as a form of meta-competence both strategic and tactic, referable to knowing how to handle yourself in the context of training and self-training processes, associated with the development of new skills and/or further development of existing skills and their skilled ability to transfer to new contexts. The research is inserted within the PRIN project titled “Training Success, inclusion
and social cohesion: innovative strategies, ICT and valuation models” (National Scientific Coordinator of the Research Prof. Gaetano Domenici Program).Through our work we set out to analyze and measure the professional awareness of a group of 744 teachers working in Sicily (340 teachers in initial training and 404 in-service teachers) from the use of two meta cognitive self-assessment tools, the questionnaire (ALM Learning Metacognitive Awareness) (La Marca,
2014) and the MAI Questionnaire (Metacognitive Awareness Inventory) (Schraw & Dennison, 1994) and a self-assessment tool of resilience, the Questionnaire RPQ (resilience Process Questionnaire) validated in Italy by Laudadio et al. (2011). After a brief description of the results obtained in the steps that make up the three instruments, they will also examine the results of the 8 focus groups with 40 in-service teachers.



How to Cite

La Marca, A., & Longo, L. (2017). The professional awareness of the teacher: resilience and self-regulation. Formazione & Insegnamento, 14(3), 189–206. Retrieved from