L'agire didattico tra individualizzazione, personalizzazione e valutazione: Uno studio di caso
DOI:
https://doi.org/10.7346/-fei-XXI-02-23_10Parole chiave:
Istruzione individualizzata, Apprendimento personalizzato, Differenziazione per l'inclusione, Strategie didattiche, Studio di casoAbstract
La letteratura scientifica suggerisce che l’individualizzazione e la personalizzazione possono migliorare l’apprendimento degli studenti, aumentare il loro coinvolgimento e motivazione nell’apprendimento e migliorare le relazioni tra insegnanti e studenti. Per quanto riguarda la formazione dei docenti sulla valutazione, che rappresenta un tema molto importante sia per la formazione iniziale sia per la formazione continua dei docenti, in quanto il loro lavoro ha un impatto significativo sulla formazione dei giovani e sull’educazione in generale, sono stati effettuati diversi studi i cui risultati sono riportati in molti articoli. Attraverso la realizzazione di questa inchiesta si è potuto osservare come i metodi di individualizzazione e personalizzazione abbiano superato i confini della teoria e siano diventati strumenti utilizzati quotidianamente dagli insegnanti della scuola primaria. Seppure non si sia stati in grado di stabilire se l’adozione da parte degli insegnanti di tali metodi sia intenzionale o meno dai risultati ottenuti è possibile interpretare come individualizzazione e personalizzazione, ben distinte sul piano teorico, siano utilizzate in modo flessibile nella pratica didattica
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