kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.18.3.05NPDOOUkvmolur-63Research ArticleСтатьиДокументация для оценки школьной системы и профессионального развития учителей: Совместное исследование университета и школы в ИталииThe Documentation for the School System Evaluation and the Teachers Professional Development: A University-school Collaborative Research in Italyhttps://orcid.org/0000-0003-1520-0884ПерлаЛореданаPerlaLoredana

Бари

Bari

loredana.perla@uniba.ithttps://orcid.org/0000-0003-0108-5176АгратиЛаура СараAgratiLaura Sara

Бергамо

Bergamo

laurasara.agrati@unibg.ithttps://orcid.org/0000-0002-4091-0098ВинчиВивианаVinciViviana

Фоджа

Foggia

viviana.vinci@unifg.itУниверситет им. Альдо Моро в БариИталияUniversity of Bari Aldo MoroItalyБергамский университетИталияUniversity of BergamoItalyУниверситет ФоджиИталияUniversity of FoggiaItaly2023290920251836991Copyright © Перла Л., Аграти Л.С., Винчи В., 20252025Перла Л., Аграти Л.С., Винчи В.Perla L., Agrati L.S., Vinci V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/63

Непрерывное профессиональное развитие учителей (НПР) давно считается необходимым условием успешной карьеры и экономического прогресса. НПР должно быть сопоставлено со стандартами, на которых основаны системы проверки навыков учителей. Вопрос профессионализма учителей обсуждается в Италии на законодательном уровне. В настоящей статье представлены результаты исследования «Непрерывное профессиональное развитие учителей: от плана совершенствования до оценивания», проведенного в 33 школах на юге Италии, совместно с университетом Бари и итальянским Союзом учителей (UCIIM). Исследовательский проект был направлен на изучение документации, связанной с самооценкой школы, процедурами оценки и аттестации учителей. Такая работа необходима для повышения качества преподавания и профессионального роста учителей. Исследовательская работа проходила в три этапа. На первом этапе был проведен анализ документов Rav и PdM (Отчет о самооценке и План совершенствования). Эти документы были представлены преподавательскому составу и послужили основными материалами для самооценки и принятия решений. На втором этапе – «Профессиональное развитие» – были разработаны совместно с преподавателями стандарты и процедура проверки (аудита) навыков. Эти документы легли в основу программы профессионального развития учителей. Третий этап состоял из оценки достижений. Он был посвящен отбору и анализу лучших аттестационных листов, которые являются основными документами для оценки заслуг и продвижения учителей. В исследовании приняли участие более 300 человек, включая учителей и директоров школ. Результаты исследования показали влияние практики документирования, введенной в систему школьного оценивания, на профессиональное развитие; важность сотрудничества университета и школы в поддержке школьного оценивания и профессионального развития учителей; методико-педагогический выбор директоров школ в качестве наставников учителей.

The continuous professional development of the teacher (CPD) has long been considered a prerequisite for the career and also for economic progress. CPD must be compared to standards which also make it possible to construct validation systems for the teachers’ skills in progress. The issue of teaching professionalism emerges also in the Italian legislative debate. We outline the research “The continuous professional development of the teacher: from the Improvement Plan to the appraisal”, conducted with a group of 33 schools in Southern Italy, the University of Bari and Unione Cattolica Italiana Insegnanti Medi (UCIIM, teachers’ association). The research project investigated the documentation of practices (connected with school’s self-evaluation, teacher evaluation and appraisal procedures) to improve the quality of teaching and to develop teacher professionalism. Three phases of research training occurred: a) The first phase involved a specific document analysis of “Rav” and “PdM” (acronyms for Self-Assessment Report - Rapporto di Auto-Valutazione - and Improvement Plan – Piano di Miglioramento). These documents were presented to the teaching staff and served as the primary materials for self-evaluation and decision-making. b) In the second phase, referred to as "professional development," the skills audit and standards were introduced and collaboratively developed with the teachers. These documents formed the foundation of a teacher's professional development program. c) The third phase was dedicated to "merit appraisal." It focused on selecting and analyzing the best appraisal sheets, which were considered the primary documents for assessing merit and promoting teachers. The school staff involved over 300 people, including teachers and principals. The results of the study underlined: the impact of the documentary practices introduced by school evaluation system on professional development; the importance of universityschool collaboration supporting school-based assessment and teachers' professional development, shifting from a top-down orientation to more teacher self-regulating initiatives; the methodologicaleducational choice of principals as teachers’ tutors.

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The authors declare that there are no conflicts of interest present.