The self-perceived skills of teachers in initial training: validation of a scale to measure methodological skills

Abstract

The aim of this study is to investigate the self-perceived methodological skills of teachers in initial training, enrolled in the five-year single-cycle Degree Courses in Primary Teacher Education – LM 85bis - in two Italian university contexts. On the base of the literature, four key competences (design; assessment; communication; reporting) are analysed, considered to be the foundations of the profiles of teaching professionals. From a methodological point of view, a tool has been calibrated to explore the self-perceived skills of future teachers, who in the next phase will also be correlated to a greater or lesser didactic performance, in terms of marks obtained in the exams. The contribution documents the first phase of the research focused on the construction of the main investigative tool (scale) and the try-out phase to verify its content validity, metrological robustness and reliability matrix, paying particular attention to the effects of the different factors (parameters) and the sub-scales related to its. In light of the importance of conducting explorations focused on pedagogical skills that typify the teacher's professionalism, the scientific debate, in fact, highlights the need for those involved in teacher training to devote sufficient time to building these skills, which are essential to act effectively in a teaching situation.