期刊名称：Journal of Educational, Cultural and Psychological Studies (ECPS Journal)
印刷版ISSN：2037-7924
出版年度：2019
期号：19
页码：61-82
DOI：10.7358/ecps-2019-019-dean
出版社：LED Edizioni Universitarie
摘要：Over the last decades the issue concerning teachers’ evaluation and their teaching is, in Italy and beyond, of significant relevance. For these reasons, there is a need to deepen the evaluation practices addressed to teachers, in order to trigger a personal and collective reflection on this theme that can then be translated into good practices used by all school operators. Starting from these premises, the present work aims to present the research that allowed developing a new self-assessment tool for teachers, called Reflective Questionnaire for Teacher Self Appraisal (REQUEST). This work aims too to show the results related to its first exploratory investigation. This tool could not only allow the recognition of individual performances but also constitute an incentive for all teachers to undertake paths for improvement. The aims of the research and the important role attributed to the evaluation process are considered in terms of professional development: for these reasons the tool was also built with the teachers, through the contribution they provided during the empirical phase prior to the construction of the instrument.
关键词：Accountability; Professional development; Self-evaluation; Teacher appraisal; Teaching quality
