This contribution is part of the theoretical framework that interprets theatre, the performance art par excellence, as teaching and teaching as theatre (Rivoltella, 2012; 2017; 2021). The assumption is not metaphorical, but refers to the tradition that sees the teacher’s performance as an integration of body and action (Rossi, 2011) allowing the didactic event to be co-constructed thanks to the students. The aim of the work will be to present the performative paradigm in the context of teaching action, the consequent construction of a structured questionnaire (Teaching Performative Scale) investigating the reference competence and representations in the performative teaching situation. We present the reference theory, the construction of the instrument and its validation process of construct (Cronbach, 1971; Sartori - Pasini, 2007) and content (Escobar Pérez - Cuervo Martinez, 2008).
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