he influence of the New Public Management in public administrations since the 1980s has meant that factors such as performance measurements and qualities have become increasingly relevant in terms of the evaluation of the scholastic system and those who work in it. In the European countries, recent years have been characterized by a gradual increase in the evaluation of teachers' work by introducing various and different types of assessment that favor models linked to economic incentives, or training models more geared towards the professional development and the improvement of the entire school institution. In Italy, the topic of teacher evaluation is at the center of an extremely relevant debate. Various attempts have been made, often not successfully, to initiate evaluation processes related to career advancement. From the introduction of distinct merit in the late 1950s, until the recent changes following L.107/2015, what emerges is certainly a complex picture that has many points of critical reflection. Based on these considerations, the paper aims to present a brief historical-normative excursion of attempts to assess the quality and the merit of teachers in Italy in order to activate reflections useful to open new and sustainable research prospects of the educational function of the evaluation in this area.
La valutazione degli insegnanti in Italia: problematicità attuali e prospettive future di ricerca
Marta De Angelis
2018-01-01
Abstract
he influence of the New Public Management in public administrations since the 1980s has meant that factors such as performance measurements and qualities have become increasingly relevant in terms of the evaluation of the scholastic system and those who work in it. In the European countries, recent years have been characterized by a gradual increase in the evaluation of teachers' work by introducing various and different types of assessment that favor models linked to economic incentives, or training models more geared towards the professional development and the improvement of the entire school institution. In Italy, the topic of teacher evaluation is at the center of an extremely relevant debate. Various attempts have been made, often not successfully, to initiate evaluation processes related to career advancement. From the introduction of distinct merit in the late 1950s, until the recent changes following L.107/2015, what emerges is certainly a complex picture that has many points of critical reflection. Based on these considerations, the paper aims to present a brief historical-normative excursion of attempts to assess the quality and the merit of teachers in Italy in order to activate reflections useful to open new and sustainable research prospects of the educational function of the evaluation in this area.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
