This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language   >   IT SE EN

School Teachers

Effective use of ICT based science teaching learning objects.

Teachers’ Guidelines

2. Teachers’ self-assessment
2.1 Why It's Important to Evaluate Yourself as a Teacher
2.1.1 Introduction
The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The teaching profession is built in a framework studded with changes and emergencies, acting on a level of complexity both internally and externally: the area of training necessities has been found to include cognitive, emotional, affective and relational needs. Moreover, it is evident how much the daily decision making takes place in unique situations and conditions, manifesting itself in a context that is difficult to foresee.

The "knowledge society" therefore requires to add to a purely theoretical or technical knowledge, a knowledge capable of analyzing and understanding the singular experiences that are being lived and deciding what actions to take. The context in which the teacher operates on a daily basis is constantly changing and contains heterogeneous cultures and existential conditions, requiring calibrated and attentive planning that not only concerns the field of knowledge, but the acquisition of skills capable of increasing the awareness of learning. The teacher is therefore consulted not only on a disciplinary level, increases the need to act with new tools and methodologies and to respond to emerging educational needs, which also pose questions to the personal value system and the thinking around one's own teaching. These changes, in fact, modify the didactic design and the teacher's own actions: from the one who proposes pre-established didactic models, to the professional who observes the learning environment and advances strategies aimed at achieving the set objectives. The practice of teaching, in fact, does not consist of a set of observable acts as action-reactions, but is the network of relationships within which choices and decisions are made in the light of the conduct, language, rules, objectives, strategies of "teaching knowledge" developed by the professional community.

Self-reflection and self-evaluation by the teacher therefore acquire a key role, because they are a process of judging the adequacy or effectiveness of one's own knowledge, performance, beliefs or effects, so that they can be improved or refined.

Table of Content