The practicum is the training activity that characterizes the qualifying degree courses as it supports, with the laboratories, the ‘practical knowledge’ con- struction that is necessary for future professionalism to grow. Specifically, practicum should encourage the reflection on the activities, in terms of plan- ning, implementation and evaluation of teaching interventions. The work re- ports a study conducted at the Universities of Bergamo and Reggio Calabria on the practicum of the Primary Education Sciences degree course. The study aimed to explore how the practicum achieved by students affects the basic concepts of assessment knowledge; it involved a sample of 130 stu- dents and attended the evaluation courses. The investigation allows to con- firm that students with more hours of practicum carried out tend to: a. develop assessment knowledge more related to real circumstances, less ab- stract and generic; b. be more adept at grasping aspects of formative assess- ment, not just summative. The proposal therefore offers evidence confirming the importance of the practicum in initial teacher training, also with regard to assessment skills.
Valutazione in pratica: il rapporto tra tirocinio e conoscenze e abilità valutative dei tirocinanti
Vinci V
2022-01-01
Abstract
The practicum is the training activity that characterizes the qualifying degree courses as it supports, with the laboratories, the ‘practical knowledge’ con- struction that is necessary for future professionalism to grow. Specifically, practicum should encourage the reflection on the activities, in terms of plan- ning, implementation and evaluation of teaching interventions. The work re- ports a study conducted at the Universities of Bergamo and Reggio Calabria on the practicum of the Primary Education Sciences degree course. The study aimed to explore how the practicum achieved by students affects the basic concepts of assessment knowledge; it involved a sample of 130 stu- dents and attended the evaluation courses. The investigation allows to con- firm that students with more hours of practicum carried out tend to: a. develop assessment knowledge more related to real circumstances, less ab- stract and generic; b. be more adept at grasping aspects of formative assess- ment, not just summative. The proposal therefore offers evidence confirming the importance of the practicum in initial teacher training, also with regard to assessment skills.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
