Le rôle des croyances des enseignants dans la mise en oeuvre de l'autoévaluation : validation de l'échelle "Teachers' Beliefs and Attitudes towards SSA"
Mots-clés :
Croyances des enseignants, Autoévaluation, Évaluation formative, Échelle d'autoévaluation, Développement professionnel des enseignantsRésumé
L'autoévaluation (SSA) est aujourd'hui largement reconnue comme une composante essentielle des processus d'évaluation formative, dans la mesure où elle favorise la conscience métacognitive et la responsabilisation des apprenants dans l'apprentissage. La présente étude vise à valider, dans le contexte italien, l'échelle "Teachers' Beliefs and Attitudes towards SSA" de Baidoo-Anu et al., conçue pour examiner de manière systématique les croyances et les attitudes des enseignants à l'égard de l'autoévaluation. S'appuyant sur un large échantillon de 749 enseignants en exercice dans des écoles italiennes, la recherche analyse les propriétés psychométriques de l'instrument, notamment la fiabilité, la validité de construit et la structure factorielle. Les résultats montrent que des croyances positives sont significativement associées à une plus grande tendance à intégrer l'autoévaluation dans les pratiques d'enseignement, tandis que des croyances négatives semblent en freiner l'adoption. Dans l'ensemble, l'étude met en évidence la nécessité de proposer des possibilités ciblées de développement professionnel visant à favoriser une évolution positive des croyances des enseignants, contribuant ainsi à surmonter les barrières culturelles et opérationnelles qui limitent encore la mise en oeuvre généralisée de l'autoévaluation et, en définitive, à promouvoir une éducation de qualité.
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