Self-evaluation strategies to promote teachers self-regulation of learning and profesional development (2017 ARMIF 00006)

Finantial Entity: 
AGAUR (Programa MIF)
Duration: 
June 2018 to December 2019
Abstract: 

The professional development of teachers implies the Long-Life Learning, the articulation of mechanisms for the detection of the level of competences and, more specifically, the capacity to diagnose their own needs of improvement. That means that teachers reflect on their own practice through the use of effective strategies and, therefore, self-regulate their own learning process. The project analyzes the suitability and convenience of strategic changes and improvement in teacher training and professional development, through the promotion of self-reflection skills and self-evaluation of teaching professional competencies. Documents prepared within the framework of the MIF Program warn of the lack of generalization of evaluation strategies transferable to professional practice and aimed at increasing the spotlight of students in their learning process, and with direct implications on their professional development.

In this context, the present research project contributes to provide evidence on the implementation of self-evaluation strategies [EAA] directed to the improvement of the systems of initial and continuous training of Pre-Primary and Primary Education Teachers. The project aims to advance the teaching intervention (validating and incorporating new teaching-learning modalities, focusing especially on those that favor competence self-regulation) and evidencing its effects on the learning process and competence development, from the perspective of teachers in training and active teachers. Thus, the project seeks to contribute to this field by offering action guidelines both in faculties and schools, providing evidence of their effects.

Among others, we intend to answer questions such as: How can different EAA influence self-regulation learning throughout life? What effects do EAAs have on the different types of self-regulation? What are the factors that make it difficult for active teachers to adopt the EAA of professional competences and the processes linked to them? How is the capacity for self-evaluation transferred from initial training to permanent teacher training?

The mixed methodology consists of the following phases. In a first phase, we will conduct a descriptive and comprehensive study of the narrative through narratives and interviews with basic techniques in order to recollect the connection between in service teachers and the experience of the students. At the same time, in this phase, we will carry out a survey to identify the self-regulation processes of learning. The initial design will be validated by participants and will be administrated to all the students of 12 subjects of 3 universities (UAB, UB and UdL), as well as in service teachers (6 school participants). The second phase is concrete in the EAA design that will be implemented and experimented (Pilot) in 12 subjects of Pre-Primary Bachelor’s Degree and Primary Bachelor’s Degree, and in the 6 participating educational centers. EAA development will be held together with a quasi-experimental design research with a control group (a control group in each course, in both Pre-Primary Bachelor’s Degree and Primary Bachelor’s Degree, and in 6 schools that are not part of the project). At the end, we will analyze the impact of EAA regarding self-regulation and professional development competencies in teachers in training and in-service teachers through a post-test survey and in depth- interviews.

The results of the project will be concretized in proposals for the institutionalization of the EAA in the Faculties and in Pre-primary and Primary Educational Centers. It includes the design of practical and strategic proposals to be implemented in the teaching planning documents of the Faculties of Education (syllabi, schedules, programs and strategic plans, assessment guides, etc.), as well as teaching and professional practice of the faculties and educational centers (in service teachers), through a dissemination day of the results of the project, in which we foresee the participation of university teachers, in service pre-primary and primary teachers and teachers in training.  

Project members: 

Carme Armengol Asparó (UAB), Aleix Barrera Corominas (UAB), Marta Boixader Cruells (Escola Josep Maria Xandri), Elena Cano Garcia (UB), Anna Díaz Vicario (UAB), Oscar Flores Alarcia (UdL), Marta Fuentes Agustí (UAB), Dolors Gibert Fortuny (Escola Samuntada), Neus González Montfort (UAB), Georgeta Ion (Coordinadora – UAB), Joan Llusa Serra (UAB), Cristina Mercader (UAB), Eulàlia Montoriol Serra (Escola Alcalde Marce), José Luís Muñoz Moreno (UAB), Mariona Orta Trepat (Escola Catalunya), Laura Pone Seguí (UB), David Rodriguez Gómez (UAB), Angelina Sánchez Martí (UAB), Antoni Santisteban Fernández (UAB), Anna Soler Muscah (Centre Dr. Joaquim Salarich) and Germán Tarrós Ribera (Escola Mara de Déu del Carme d’Alcoletge).

Campus d'excel·lència internacional U A B