This paper deals with the complex theme of the identification, surveying and analysis of teach- ers’ professional competencies. It illustrates an experimental study conducted in 2012-2013 by Domenici, Biasi and Ciraci, for the Department of Education of “Roma Tre” University. The study involved all the in-service primary school teachers in the Lazio region who graduated in Education through “Roma Tre” University’s e-learning platform. It aimed to assess whether the distance-learning degree course the teachers had completed had increased their real pro- fessional skills compared to those teachers who had not had a university education. To assess this, we used a specific instrument we are presenting here, the CDVR questionnaire, in order to evaluate their teaching and relational competencies. The overall results reveal a maturation effect of these competencies with positive effects on procedural outcomes of teaching for the experimental group, consisting of teachers who graduated in Education, compared to teachers who did not have any in-service training. There were significant qualitative and quantitative results regarding the experimental group’s enhanced teaching and relational skills, increased self-confidence in their own expertise and a heightened perception of the growth in their own professional competencies, compared to the control group. This renewed professional identity profile and its related competencies, as assessed through the CDVR Questionnaire, can be the basis for implementing an innovative flexible integrated didactic strategy to promote pupils’ educational achievement.
Domenici G., Biasi V., & Ciraci A.M. (2014). Evualation of Teaching and Relational Competencies for a Flexible Integrated Didactic Strategy: The CDVR Questionnaire. CONGRESO UNIVERSIDAD, 3(1), 1-15.