Autori: Mogonea Florentina, Mogonea Florentin Remus
Editorial: Procedia Social and Behavioral sciences, 76, p.531-535, 2013.
This study deals with the problem of self-evaluation seen from the perspective of shaping the self-evaluation skill to the students – future teachers. Accomplishing a correct, objective and real self-evaluation is an essential condition in the process of training and professional development, in order to shape the didactic style and the teaching competence. We have initiated and developed an action – research, aiming to form the self-evaluation skill to the students – future teachers from certain Faculties within the University of Craiova. The objectives of the research are closely related to the stages of the research (namely: the ascertaining stage, the experimental stage and the post-test one) and they have pursued: to know the initial level of the sample students about their self-evaluation ability; encouraging the building of the self-evaluation skill by using certain specific methods, techniques and instruments; exploiting the results of the research.
The general hypothesis started from the premise that the frequent use of certain methods, techniques and instruments of self-evaluation will speed up the process of developing the self-evaluation skill of the students – future teachers. Deriving from the general hypothesis, the particular hypotheses have been the following: a) the frequent put of the students in the situation to self-analyse and to self-appreciate will determine the awareness of the criteria of evaluation and the correct reference to them; b) the stimulation of the metacognitive skills will lead to a better self-evaluation and self-regulation of the students – future teachers. In full compliance with the stated hypotheses and objectives, we have exploited certain independent variables (self –evaluation methods, techniques and instruments, presenting the evaluation criteria, using certain methods and instruments to stimulate the metacognition), all these being closely related to the dependent variables (namely, building the self-evaluation skill of the students – future teachers). Within the psycho-pedagogical research, we have used the following methods of self – evaluation: the self-correction or mutual-correction, the controlled self-grading, the mutual grading, the objective inter-assessment method.
The results achieved at the experimental group, in comparison with the control one, proved the efficiency of the proposed actionable-methodological means. In order to establish the validity of differences, we have applied test Z, whose values obtained are significant at a signification level of < 0,01. Therefore, we consider that the objectives of the research have been touched and the hypotheses have been proved.
Cuvinte cheie: autoevaluare, competenta de autoevaluare, autodezvoltare, stil didactic // self evaluation, self-evaluation ability, self-development, didactic style