La sostenibilità del cambiamento del modello DADA: pratiche didattiche e Ricerca-Formazione

The purpose of this paper is to reflect on the contribution that research on the monitoring of DADA schools (Didatiche per Ambienti Di Appprendimento - Didactics for Learning Environments) can provide for the training of teachers’ evaluation competences; therefore, it retraces the main stages of the monitoring study, carried out by the Sapienza University of Rome, in a Teacher Professional Development Research path, looking at the processes of change. The study aims to outline both common aspects of the schools that adhere to the DADA model through the voice of the participants, and specific aspects that make each DADA school a unique case. From the interpretation of the results derived from the triangulation of data sources and methods, it emerges that the development of teachers’ evaluation competences is a contextual process, which leads to reflect on sustainable changes; a process which remains open to the training and monitoring needs expressed by the teachers themselves.