Expert Teachers' Perceived Evaluation Competences in connection with Collaborative Practices

Abstract

A growing interest in collaborative evaluation models and approaches has gradually emerged in educational processes. Steering these processes towards a literacy to be acquired in collaboration moves in the direction of training expert teacher leadership with evaluative competences that are more appropriate for learning processes and teacher professionalization. The aim of the paper is to investigate the extent to which primary school teachers consider themselves competent in acting out collaborative evaluation practices. The data collected from the questionnaire submitted to a sample of 921 Tuscan teachers indicated that those who have expertise gained through formal assignments show a perception of less agreement towards collaborative evaluation practices. The results of the research suggest increasing training courses aimed at rethinking and strengthening teachers' evaluative actions through collaborative professionalism.

Keywords: collaborative evaluation practices, collaborative professionalism, expert teacher, teacher leadership