The sustainability of change in the DADA model: teaching practices and Research-Training.

Abstract

The purpose of this paper is to reflect on the contribution that research on the monitoring of DADA schools (Didattiche per Ambienti Di Appprendimento) can provide for the formation of teachers’ evaluation competences; therefore, it analyzes the main results that emerged from the monitoring study, carried out by the XXX University, in a Teacher Professional Development Research, looking at the processes of change. The collection and analysis of data are based on tools that combine the quantitative and qualitative plan, with a view to mixed methods. The research approach aims to outline both aspects common to schools that adhere to the DADA model through the voice of the participants (students, teachers, parents, school administrators), and specific aspects that make each DADA school a “unique case”.
From the interpretation of the results, it emerges that the development of teachers’ evaluation competences is a contextual process, which leads to reflection on sustainable changes; process that remains open to the training and monitoring needs expressed by the teachers themselves.