Il Ruolo delle Credenze degli Insegnanti nell’Implementazione dell’Autovalutazione: Validazione della Scala “Teachers’ Beliefs and Attitudes towards SSA”
Parole chiave:
Credenze degli insegnanti, Autovalutazione, Valutazione formativa, Scala autovalutazione, Formazione docenteAbstract
L’autovalutazione degli (SSA) è oggi ampiamente riconosciuta come una dimensione fondamentale nei processi di valutazione formativa, in quanto favorisce lo sviluppo della consapevolezza metacognitiva e della responsabilità nell’apprendimento. Lo studio qui presentato si pone l’obiettivo di procedere alla validazione, nel contesto italiano, della scala “Teachers’ Beliefs and Attitudes Towards SSA” di Baidoo-Anu et al., concepita per indagare in maniera sistematica le credenze e gli atteggiamenti degli insegnanti verso l’autovalutazione. Avvalendosi di un campione composto da 749 docenti in servizio nelle scuole italiane, la ricerca analizza le proprietà psicometriche dello strumento, considerando aspetti quali l’affidabilità, la validità costruttiva e la struttura fattoriale. I risultati evidenziano come credenze favorevoli siano associate a una maggiore propensione all’integrazione dell’autovalutazione nelle pratiche didattiche, mentre convinzioni negative ne ostacolo alla diffusione di tali pratiche. Nel complesso, lo studio mette in luce la necessità di offrire mirate opportunità di sviluppo professionale volte a sostenere un’evoluzione positiva delle credenze degli insegnanti, contribuendo così a superare le barriere culturali e operative che ancora limitano l’adozione diffusa dell’autovalutazione e a promuovere, in ultima analisi, un’educazione di qualità.
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