Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses

Due to the COVID-19 pandemic, many university initial teacher education courses have been adapted into remote mode. Starting from specific topics of training curriculum, work focuses on adapting evaluative knowledge and skills in an e-learning environment; it examined development student teachers’ (terminology concepts) (design paper pencil assessment tools) who took courses. A comparative study two degree (University Bergamo Mediterranean University Reggio Calabria Italy – future primary school teachers) area evaluation, was carried out. The involved 155 teachers made a mixed method investigation with sequential system. first exploratory collected quantitative data by “ ad hoc ” questionnaire teacher’ , second confirmatory gained qualitative through document analysis paper-and-pencil tool skill . results highlight substantial similarities (function difference between evaluation assessment, object evaluation) (ability refer real situations promote situated knowledge) but also differences (construct “evaluation processes” ability provide different solutions for solving task) e difficulty implementing “constructive alignment.”