Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
Index
1.
2.
3.
4.
5.
Sample
Methodological notes
Analysis of the results
Final Considerations
Annexes
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
Sample
Considering the actual situation of the Italian reality, FRAREG decided to supply the survey to the
following categories:
IVT in technical High
schools
Trainers
25
Italy
Alternative Vocational
Training
Managers
3
Trainers
‐
Managers
‐
Training
centers
providing
adult
training
Trainers
50
Methodological notes
FRAREG decided to supply the survey using an online tool called LimeSurvey. The tool have been
installed on the Frareg server and it is open source.
Results are divided between trainers (quantitative survey) and Managers (qualitative survey)
They cannot be divided between IVT in technical High schools and Training centres providing adult
training because not all the interviewed provided this information.
Furthermore we decided to use the questions of the national context to understand if the Italian
teachers and trainers really feel the need of an evaluation model.
Analysis of the Results
TRAINERS
PART 1
THE LEARNING PROCESS IN THE ORGANISATION
1. Is the teaching effective and systematic?
1. Inspection reports indicate that learning programmes are appropriate to
learners'needs.
strongly agree
29.41%
22 persons
rather agree
35,29%
27 persons
rather disagree
23,53%
18 persons
strongly disagree
5,88%
4 persons
cannot answer
5,88%
4
2. There is an initial assessment of ability of every learner on entry to the organisation.
strongly agree
47,06%
35
rather agree
17,65%
13
rather disagree
17,65%
13
strongly disagree
11,76%
10
cannot answer
5,88%
4
3. The initial assessment covers learners' expectations and personal circumstances
strongly agree
29,41%
22
rather agree
47,06%
35
rather disagree
5,88%
4
strongly disagree
5,88%
4
4. There is a regular schedule of review for every learner.
cannot answer
11,76%
10
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
strongly agree
29,41%
22
rather agree
35,29%
27
rather disagree
5,88%
4
strongly disagree
29,41%
22
cannot answer
0,00%
5. Indicators of improvement for the organisation include information on learners'
achievement.
strongly agree
58,82%
44
rather agree
17,65%
13
rather disagree
11,76%
9
strongly disagree
11,76&
9
cannot answer
0,00%
6. Learning outcomes are identified as well as documented.
strongly agree
58,82%
44
rather agree
17,65%
13
rather disagree
5,88%
4
strongly disagree
11,76%
10
cannot answer
5,88%
4
7. Learning outcomes are communicated to learners.
strongly agree
64,71%
49
rather agree
17,65%
13
rather disagree
0,00%
strongly disagree
17,65%
13
cannot answer
0,00%
8. On completion of the learning programmes, an exit strategy is discussed with every
leaver.
strongly agree
35,29%
26
rather agree
23,53%
18
rather disagree
17,65%
13
strongly disagree
23,53%
18
cannot answer
0,00%
COMMENTS:
“Enterprises always complains for the lack of practical knowledge of the people they hire, but then
they only train the employers on the abstract knowledge.
Educational institutions can help to increase the knowledge of the learners but enterprises should
help them on the learning by doing side. “
“Questions are not very well defined. They doesn't take into consideration specific operative
problems of the didactic and evaluation.”
PART 2 PROFESSIONALISM
Are teachers trained and developed effectively?
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
2.1 The training of teachers for their role has been evaluated for effectiveness.
strongly agree
17,65%
13
rather agree
35,29%
26
rather disagree
29,41%
22
strongly disagree
17,65%
13
cannot answer
0,00%
2.2 There is a system or process in place for systematic professional development.
strongly agree
35,29%
26
rather agree
23,53%
18
rather disagree
11,76%
9
strongly disagree
29,41%
22
cannot answer
0,00%
2.3 The employee appraisal process identifies individual professional development needs.
strongly agree
23,53%
18
rather agree
41,18%
31
rather disagree
11,76%
9
strongly disagree
17,65%
13
cannot answer
5,88%
4
COMMENTS:
“There are not Life Long Learning mandatory and paid Programmes for the teachers and trainers.”
“Salary is not related to the performance, this decreases the motivation of the trainers.”
“The vocational training is always paid by the trainers (when they decide they need it). This is the
proof of their professionalism and attachment to their job. “
Do teachers advance their subject contents and teaching methods?
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
2.2.1 Teachers monitor curriculum developments in their own subject.
strongly agree
35,29%
26
rather agree
rather disagree
41,18%
31
strongly disagree
11,76%
9
11,76%
9
cannot answer
0,00%
2.2.2 Lessons are kept up to date with curriculum developments.
strongly agree
47,06%
35
rather agree
rather disagree
29,41%
22
11,76%
9
strongly disagree
11,76%
9
cannot answer
0,00%
2.2.3 Teachers consider the relevance of current developments to their subject teaching.
strongly agree
52,94%
40
rather agree
rather disagree
17,65%
13
11,76%
9
strongly disagree
17,65%
13
cannot answer
0,00%
2.2.4 Teachers research best practice in programme design and delivery.
strongly agree
52,94%
40
rather agree
rather disagree
17,65%
13
5,88%
4
strongly disagree
23,53%
18
cannot answer
0,00%
2.2.5 Teachers implement changes in programme design according to best practice.
strongly agree
52,94%
40
rather agree
rather disagree
17,65%
13
5,88%
4
strongly disagree
23,53%
18
cannot answer
0,00%
2.2.6 Teachers set realistic targets for the development of their teaching.
strongly agree
52,94%
40
rather agree
rather disagree
35,29%
26
11,76%
9
strongly disagree
0,00%
cannot answer
0,00%
COMMENTS:
“It is mandatory to follow the ministerial programmes, but often this is not a good choice because
they follow the political view of the party that is ruling the nation.”
“It is not possible to generalize.”
Do teachers evaluate the influence and impact of their professional practice on their learners, the
organisation and the community?
2.3.1 Teachers evaluate their own practice.
strongly agree
41,18%
31
rather agree
35,29%
26
rather disagree
17,65%
13
strongly disagree
5,88%
4
cannot answer
0,00%
2.3.2 Teachers have identified how their subject or vocational area meets the needs of the community.
strongly agree
41,18%
31
rather agree
35,29%
26
rather disagree
11,76%
9
strongly disagree
11,76%
9
cannot answer
0,00%
2.3.3 Teachers take up professional development opportunities relevant to their organisations’ objectives.
strongly agree
29,41%
22
COMMENTS:
rather agree
47,06%
35
rather disagree
5,88%
4
strongly disagree
17,65%
13
cannot answer
0,00%
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
“The necessity of the trainer to keep a professional and educative contact with the evolution of the
world is based on the “do‐it‐yourself”.”
Are teachers informed about European developments in the field of VET?
2.4.1 Teachers are aware of current developments in the European VET System (e.g. Lisbon goals, Mobility, Europass).
strongly agree
11,76%
9
rather agree
23,53%
17
rather disagree
35,29%
26
strongly disagree
29,41%
22
cannot answer
0,00%
2.4.2 Teachers neither know the objectives nor the content of the EQF/ ECVET.
strongly agree
35,29%
26
rather agree
41,18%
31
rather disagree
5,88%
4
strongly disagree
17,65%
13
cannot answer
0,00%
2.4.3 Teachers use European instruments in their professional practice.
strongly agree
17,65%
13
rather agree
29,41%
22
rather disagree
29,41%
22
strongly disagree
17,65%
13
cannot answer
5,88%
4
2.4.4 In my opinion, the EQF‐Framework has no relevance in the teachers' day‐to day work.
strongly agree
11,76%
9
rather agree
35,29%
26
rather disagree
11,76%
9
strongly disagree
17,65%
13
cannot answer
23,53%
18
COMMENTS:
“In a country where even the advertisements are subtitled it is very difficult to develop the
knowledge of the European model that requests some particular linguistic competences.”
PART 3
NATIONAL CONTEXT
Trainers feel the need of an evaluation model
strongly agree
41,18%
31
rather agree
35,29%
26
rather disagree
17,65%
13
strongly disagree
5,88%
4
cannot answer
0,00%
Trainers have easy access to the professional training courses
strongly agree
5,88%
4
rather agree
41,18%
31
rather disagree
29,41%
22
strongly disagree
23,53%
18
cannot answer
0,00%
Evaluation is an important tool for the trainer professional career.
strongly agree
64,71%
49
rather agree
29,41%
22
rather disagree
0,00%
strongly disagree
5,88%
4
cannot answer
0,00%
The problem of a common evaluation model is very strong in the italian reality.
strongly agree
35,29%
26
rather agree
23,53%
18
rather disagree
17,65%
13
strongly disagree
23,53%
18
cannot answer
0,00%
COMMENTS:
“It is not necessary to rise the salary of the trainers, but every extracurricular hour should be
acknowledged. In fact these hours are useful for the preparation of the didactic materials and for
the professional development. “
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
“There should be a weekly timetable of 36 hours. 50% of them for the scholastic activities (front
office) and 50% for the professional development and the preparation of the didactic materials.”
MANAGERS
PART 1
THE LEARNING PROCESS IN THE ORGANISATION
2. Is the teaching effective and systematic?
2. Inspection reports indicate that learning programmes are appropriate to
learners'needs.
strongly agree
50,00%
5
rather agree
20,00%
2
rather disagree
10,00%
1
strongly disagree
10,00%
1
cannot answer
0,00%
2. There is an initial assessment of ability of every learner on entry to the organisation.
strongly agree
50,00%
5
rather agree
20,00%
2
rather disagree
20,00%
2
strongly disagree
10,00%
1
cannot answer
0,00%
3. The initial assessment covers learners' expectations and personal circumstances
strongly agree
30,00%
3
rather agree
50,00%
5
rather disagree
10,00%
1
strongly disagree
10,00%
1
cannot answer
0,00%
4. There is a regular schedule of review for every learner.
strongly agree
40,00%
4
rather agree
60,00%
6
rather disagree
0,00%
strongly disagree
0,00%
cannot answer
0,00%
5. Indicators of improvement for the organisation include information on learners'
achievement.
strongly agree
70,00%
7
rather agree
30,00%
3
rather disagree
0,00%
strongly disagree
0,00%
cannot answer
0,00%
6. Learning outcomes are identified as well as documented.
strongly agree
60,00%
6
rather agree
20,00%
2
rather disagree
20,00%
2
strongly disagree
0,00%
cannot answer
0,00%
7. Learning outcomes are communicated to learners.
strongly agree
70,00%
7
rather agree
20,00%
2
rather disagree
10,00%
1
strongly disagree
0,00%
cannot answer
0,00%
8. On completion of the learning programmes, an exit strategy is discussed with every
leaver.
strongly agree
0,00%
rather agree
20,00%
2
PART 2 PROFESSIONALISM
rather disagree
70,00%
7
1
strongly disagree
10,00%
cannot answer
0,00%
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
Are teachers trained and developed effectively?
2.1 The training of teachers for their role has been evaluated for effectiveness.
strongly agree
10,00%
1
rather agree
40,00%
4
rather disagree
strongly disagree
30,00%
3
20,00%
2
cannot answer
0,00%
2.2 There is a system or process in place for systematic professional development.
strongly agree
40,00%
4
rather agree
20,00%
2
rather disagree
strongly disagree
10,00%
1
30,00%
3
cannot answer
0,00%
2.3 The employee appraisal process identifies individual professional development needs.
strongly agree
20,00%
2
rather agree
60,00%
6
rather disagree
strongly disagree
10,00%
1
10,00%
1
cannot answer
0,00%
Do teachers advance their subject contents and teaching methods?
2.2.1 Teachers monitor curriculum developments in their own subject.
strongly agree
40,00%
4
rather agree
40,00%
4
rather disagree
strongly disagree
10,00%
1
10,00%
1
cannot answer
0,00%
2.2.2 Lessons are kept up to date with curriculum developments.
strongly agree
60,00%
6
rather agree
30,00%
3
rather disagree
10,00%
1
strongly disagree
10,00%
1
cannot answer
0,00%
2.2.3 Teachers consider the relevance of current developments to their subject teaching.
strongly agree
60,00%
6
rather agree
20,00%
2
rather disagree
20,00%
2
strongly disagree
0,00%
cannot answer
0,00%
2.2.4 Teachers research best practice in programme design and delivery.
strongly agree
50,00%
5
rather agree
20,00%
2
rather disagree
10,00%
1
strongly disagree
20,00%
2
cannot answer
0,00%
2.2.5 Teachers implement changes in programme design according to best practice.
strongly agree
50,00%
5
rather agree
40,00%
4
rather disagree
10,00%
1
strongly disagree
0,00%
cannot answer
0,00%
2.2.6 Teachers set realistic targets for the development of their teaching.
strongly agree
50,00%
5
rather agree
40,00%
4
rather disagree
10,00%
1
strongly disagree
0,00%
cannot answer
0,00%
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
Do teachers evaluate the influence and impact of their professional practice on their learners, the
organisation and the community?
2.3.1 Teachers evaluate their own practice.
strongly agree
40,00%
4
rather agree
40,00%
4
rather disagree
20,00%
2
strongly disagree
0,00%
cannot answer
0,00%
2.3.2 Teachers have identified how their subject or vocational area meets the needs of the community.
strongly agree
40,00%
4
rather agree
40,00%
4
rather disagree
20,00%
2
strongly disagree
0,00%
cannot answer
0,00%
2.3.3 Teachers take up professional development opportunities relevant to their organisations’ objectives.
strongly agree
30,00%
3
rather agree
50,00%
5
rather disagree
0,00%
strongly disagree
20,00%
2
cannot answer
0,00%
Are teachers informed about European developments in the field of VET?
2.4.1 Teachers are aware of current developments in the European VET System (e.g. Lisbon goals, Mobility, Europass).
strongly agree
10,00%
1
rather agree
20,00%
2
rather disagree
40,00%
4
strongly disagree
30,00%
3
cannot answer
0,00%
2.4.2 Teachers neither know the objectives nor the content of the EQF/ ECVET.
strongly agree
40,00%
4
rather agree
40,00%
4
rather disagree
20,00%
2
strongly disagree
0,00%
cannot answer
0,00%
2.4.3 Teachers use European instruments in their professional practice.
strongly agree
10,00%
1
rather agree
20,00%
2
rather disagree
50,00%
5
strongly disagree
20,00%
2
cannot answer
0,00%
2.4.4 In my opinion, the EQF‐Framework has no relevance in the teachers' day‐to day work.
strongly agree
10,00%
1
rather agree
30,00%
3
rather disagree
40,00%
4
strongly disagree
20,00%
2
cannot answer
0,00%
PART 3
NATIONAL CONTEXT
Trainers feel the need of an evaluation model
strongly agree
40,00%
4
rather agree
40,00%
4
rather disagree
20,00%
2
strongly disagree
0,00%
cannot answer
0,00%
Trainers have easy access to the professional training courses
strongly agree
0,00%
rather agree
40,00%
4
rather disagree
30,00%
3
strongly disagree
30,00%
3
cannot answer
0,00%
Evaluation is an important tool for the trainer professional career.
strongly agree
70,00%
7
rather agree
30,00%
3
rather disagree
0,00%
strongly disagree
0,00%
The problem of a common evaluation model is very strong in the italian reality.
cannot answer
0,00%
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
strongly agree
60,00%
6
rather agree
30,00%
3
rather disagree
10,00%
1
strongly disagree
0,00%
cannot answer
0,00%
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
GENERAL SOURCE INFORMATION FOR THE ENTIRE SAMPLE
Type of organisation.
Secondary or vocational school
35,29% 30 persons
College
23,53% 20 persons
Trainer provider (public)
5,88%
Trainer provider (private)
17,65% 15 persons
Enterprise
0,00%
Other
17,65% 15 persons
5 persons
Function held in the organisation.
No answer
11,76% 10 persons
Teacher/trainer
64,71% 55 persons
Manager
11,76% 10 persons
Other
11,76% 10 persons
Male/Female
Male
29,41% 25 persons
Female
58,82% 50 persons
No answer
11,76% 10 persons
Average age: 36 years
Country: Italy
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
Final considerations
THE LEARNING PROCESS IN THE ORGANISATION.
Trainers think that the learning programmes are appropriate to learners'need and that there is an
initial assessment that covers every learners' expectations.
They also think that the learning outcomes are well identified as well as documented and that the
outcomes are communicated to the learners. They are not sure though if there is and exit strategy
discussed with every leaver.
Managers agree with this analysis of the topic. The stress the importance of a regular schedule of
review for every learner and the strong link between improvement for the organisation and
learners' achievement. In this case, managers appear to have a broader idea of the importance
that the learners' achievement has for the organisation
PROFESSIONALISM.
In this area there is a closer distance between managers and trainers since the answers are very
similar.
Trainers look confused when asked to analyse the effectiveness of the training and the professional
development. Answers are not clear enough to state which is the situation, probably the choices
have been strongly influenced by the personal context.
The results become clearer on the question regarding the subject evolution.
Trainers are aware of the evolution of their subjects and they implement the best practices on they
daily work, moreover they seem to be very aware of the importance that their practice has on the
community. Managers agree with this analysis.
Trainers are aware of the existence of programmes at an European level but they are not very
informed about them and they do not know how they could help them in their professional life.
Mangers are more aware of the European programmes on the daily practice, but they also know
that these programmes are not very well known.
NATIONAL CONTEXT.
Both trainers and managers are aware of the importance of a common evaluation model. This
result it is a good omen for the introduction of the TEVAL evaluation model. They would consider it
an important tool for their professional career.
COMMENTS:
There are not so many differences between the results of the quantitative survey and those of the
qualitative survey. This means that trainers and managers have almost the same point of view of
the Italian situation of their field.
We noticed some differences on the questions related to the VET context. Managers look more
aware of the distance between the Italian and the European context. They appear to understand
that there are some initiatives at an European level and they recognize their importance but they
are also aware of the fact that Italian trainers does not really know them.
On this point, trainers think that the main obstacle is the lack of knowledge of the English
language.
Trainers are very concerned with the fact that the professional development is often due only to
the good will of the every individual. Often trainers have to pay the professional development with
they own money.
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
Furthermore they think that their salary is not related to they real performance. In fact they think
that the hours they spend to prepare the material they will use in class should be acknowledge by
the institutions.
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
Annexes
Italian survey
Questo questionario serve a stabilire i bisogni dello sviluppo professionale rispetto al processo di valutazione che
impatta su tutti gli attori coinvolti nel processo di apprendimento. Il questionario è confidenziale e nessun soggetto
sarà identificato nella pubblicazione dei risultati.
Il modello TEVAL II che è allo stadio di sviluppo è diretto ai professionisti che lavorano nelle scuole professionali, nelle
università e nelle organizzazioni che si occupano di corsi di formazione, principalmente nell'educazione successiva ai
sedici anni o della formazione di coloro che sono già in un ambiente di lavoro. Al puro scopo di mantenere una certa
continuità e consistenza, il termine insegnante è usato in tutto il questionario e può essere applicato ad altre
definizioni, come ad esempio quella di tutor.
I membri del progetto TEVAL II le sono grati per la sua collaborazione nella ricerca che stiamo portando avanti e offre a
tutti i partecipanti l'assicurazione che essi stanno contribuendo a degli sviluppi importanti nella gestione, nel
monitoraggio e dell'offerta dell'educazione professionale e della formazione in Europa.
La compilazione del questionario non le richiederà più di ?? minuti. La validità di questa ricerca dipende da un giudizio
franco e onesto delle dichiarazioni proposte alla sua attenzione.
FONTE DELLE INFORMAZIONI
Nome dell'organizzazione
Tipo di organizzazione (Cancellare quelle non Scuola secondaria o Scuola professionale
appropriate)
Università (Facoltà)
Fornitore pubblico di corsi di formazione
Fornitore privato di corsi di formazione
Impresa
Altro (Specificare)
Indirizzo
Nazione
Mansione svolta all'interno dell'organizzazione
Iniziali del nome e del cognome dell'intervistato
Età dell'intervistato
Maschio/Femmina
Nome di chi ha somministrato il questionario
FRAREG
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
Prima Parte – Il processo di apprendimento nell'organizzazione
1. L'insegnamento è efficace e sistematico?
1.1.1 I Rapporti di ispezione indicano che i programmi di apprendimento non sono appropriati
ai bisogni dei discenti.
1.1.2 I discenti non vengono valutati al momento dell'inserimento nell'organizzazione
1.1.3 I progressi dei discenti non vengono monitorati
1.1.4 Non ci sono indicatori di miglioramenti organizzativi che includano informazioni sul
comportamento, la partecipazione e i risultati ottenuti dai discenti
1.1.5 I risultati dell'apprendimento non sono identificati per qualsiasi attività di
apprendimento
1.1.6 Nessuna strategia d'uscita è considerata per i discenti al completamente del loro corso di
apprendimento
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
Parte Seconda ‐ Professionalità
1. Gli insegnanti dono formati con efficacia?
2.1.1 Gli insegnanti non hanno avuto nessuna formazione per l'inserimento nel loro ruolo
2.1.2 Non c'è un sistema o un processo per lo sviluppo professionale sistematico
2.1.3 Il processo di valutazione dell'impiegato non identifica i bisogni dello sviluppo
professionale individuale
2. Gli insegnanti si tengono aggiornati sulla loro materia e sui metodi d'insegnamento?
2.2.1 Gli insegnanti non monitorano gli sviluppi curriculari nella loro materia
2.2.2 Gli insegnanti non considerano rilevanti gli ultimi sviluppi nella loro materia
2.2.3 Gli insegnanti non ricercano nuove migliori pratiche
2.2.4 Gli insegnanti non portano avanti nessuna attività di sviluppo del proprio insegnamento
3. Gli insegnanti valutano l'impatto e l'influenza della propria pratica professionale sui
discenti, sull'organizzazione e sulla comunità?
2.3.1 Gli insegnanti non valutano la propria pratica
2.3.2 Gli insegnanti non considerano i bisogni della comunità come rilevanti per la propria
pratica
2.3.3 Gli insegnanti non considerano gli obiettivi della propria organizzazione come rilevanti
per l'insegnamento della loro materia
4. Gli insegnanti sono informati sugli sviluppi europei nel campo del VET (Vocational
education and training)? Conoscono e applicano lo standard EQF (European
Qualification Framework)?
2.4.1 Gli insegnanti non sono informati sugli ultimi sviluppi nel sistema VET Europeo
2.4.2 Gli insegnanti non conoscono gli obiettivi e il contenuto dello standard EQF
2.4.3 Gli insegnanti non applicano lo standard EQF nella loro pratica professionale
2.4.4 A mio parere, lo standard EQF non ha nessuna rilevanza nel lavoro quotidiano
dell'insegnante.
Evaluation Procedure
Lifelong Learning Innovation Transfer Project
“TEVAL 2” Innovative Evaluation Model in Teaching and Training Organisations.
Ref No: LLP/LDV/TOI/2007/PT/16
Parte Terza – Domande per la parte relativa al contesto nazionale
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Sento la necessità di un modello per la valutazione dell'insegnante/formatore.
Gli insegnanti/formatori italiani hanno facile accesso ai corsi di aggiornamento
professionale.
La valutazione è uno strumento utile per la mia carriera professionale.
Il problema di un modello di valutazione è molto sentito nella realtà italiana.
GRAZIE PER LA SUA COLLABORAZIONE
Il gruppo di lavoro per il progetto TEVAL II