[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588268-105":59,"doc-detail-588268-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-formative-dimension-of-self-analysis-of-teaching-activity","THE FORMATIVE DIMENSION OF SELF-ANALYSIS OF TEACHING ACTIVITY","","Educational quality assurance and improvement depend on systematic, self-regulatory practices in which teachers actively participate and monitor results. Grounded in qualitative educational research, this paper presents a comparative analysis of ten Romanian primary school case studies focused on self-analysis of teaching activity and its influence on professional performance. It examines triggers for higher-quality teaching and highlights formative valences perceived through focus-group reflection, including critical thinking, identity knowledge, self-reflective questioning, teaching self-regulation, and awareness of dysfunctions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-formative-dimension-of-self-analysis-of-teaching-activity/588268/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-formative-dimension-of-self-analysis-of-teaching-activity/588268.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the paper on teachers’ self-analysis?","Question",{"text":112,"@type":113},"The paper explores how practicing self-analysis of teaching activity can generate higher-quality professional performance for teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is quality in education described at the institutional level?",{"text":117,"@type":113},"Quality assurance involves three processes: internal quality assessment, external quality assessment, and quality improvement through continuous evaluation, analysis, and corrective action.",{"name":119,"@type":110,"acceptedAnswer":120},"Which formative aspects of self-analysis are highlighted by participants?",{"text":121,"@type":113},"Participants identify formative valences such as critical thinking, understanding personal and professional identity, answering self-reflective questions, teaching self-regulation, and recognizing dysfunctions in the educational process.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588268,1792121542,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE FORMATIVE DIMENSION OF SELF-ANALYSIS OF  \nTEACHING ACTIVITY  \nAnastasia-Mălina CIOLOCA, Mușata-Dacia BOCOȘ  \nAbstract: The educational environment, in its entirety (ethos, environment, educational offer, teacher-pupil relations, pedagogical actions) is oriented towards meeting formally established quality standards in line with the educational needs of the direct and indirect educational beneficiaries. Ensuring the quality of teaching is a concern of teachers, and they are therefore interested in increasing the degree of professional efficiency and, implicitly, their perception and self-perception. This paper, based on qualitative educational research, presents a comparative analysis of ten case studies, based on specific teaching actions undertaken and self-monitored by primary school teachers in Romania, through the practice of self-analysis of teaching activity. In this paper we aimed to explore the triggers of teachers' higher-quality professional performance generated by the practice of self-analysis of teaching activity. As relevant aspects of teaching effectiveness, perceived by the participants in a focus group, following the practice of self-analysis of the teaching activity, we mention the following formative valences of it: use of critical thinking, knowledge of personal and professional identity, identification of answers to self-reflective questions, teaching self-regulation and awareness of dysfunctions in the educational process.  \nKey words: self-analysis of teaching activity, formative values of self-analysis of teaching activity, educational self-efficacy of teachers.  \n1. Introduction  \nThe historical period we are going through is characterized by an unprecedented social versatility, which affects, in a positive or negative sense, the functionality of people's fields of activity, in particular the field of education. In contemporary society, the status of schools and teachers has changed substantially, and they are now claimed by new generations of students to be concomitant with their own idealistic projections. This is why achieving quality standards in education, without being accompanied by systems of concrete, adaptable, systematic and self-regulatory practices, undertaken by teachers and monitored by them and by the responsible bodies (Commission for Quality Assessment and Assurance, school inspectorates, Romanian Agency for Quality Assurance in Pre-University Education, Ministry of Education), which effectively meet the requirements of the direct beneficiaries of education, may become a utopian concept.  \nAt the level of an educational institution, quality assurance involves three complex processes: internal quality assessment, external quality assessment and quality improvement. Quality improvement in education means continuous evaluation, analysis and corrective action on the part of the education provider/institution, based on the selection and adoption of the most appropriate procedures and the choice and application of reference standards ([https://eurydice.eacea.ec.europa.eu/ro/national](https://eurydice.eacea.ec.europa.eu/ro/national)education-systems/romania/asigurarea-calitatii-educatia-timpurie-si-invatamantul) .  \nThe first educational actors who can contribute to improving quality in education are teachers. Any strategy to improve quality in education implies, beforehand, a diagnostic system based on the deliberate nature of teachers' actions. This has the function of confirming or refuting the correctness of the actions taken by teachers and their level of satisfaction with regard to the achievement of the projected educational goals (Opre et al., 2014) . At the first level of this diagnostic process, the self-analysis of teachers' teaching activity is positioned, which determines their self-perception of the degree of professional efficiency. The didactic efficiency is ensured in the instructional-educational activities  \nthrough the coherent articulation of informational, methodica","cbCaijtCuMeolr2c","https://ap.wps.com/l/cbCaijtCuMeolr2c","pdf",277435,"English","# Introduction\n## Quality assurance in education\n## Teachers’ role and diagnostic systems\n## Self-analysis of teaching activity","[{\"question\":\"What is the main focus of the paper on teachers’ self-analysis?\",\"answer\":\"The paper explores how practicing self-analysis of teaching activity can generate higher-quality professional performance for teachers.\"},{\"question\":\"How is quality in education described at the institutional level?\",\"answer\":\"Quality assurance involves three processes: internal quality assessment, external quality assessment, and quality improvement through continuous evaluation, analysis, and corrective action.\"},{\"question\":\"Which formative aspects of self-analysis are highlighted by participants?\",\"answer\":\"Participants identify formative valences such as critical thinking, understanding personal and professional identity, answering self-reflective questions, teaching self-regulation, and recognizing dysfunctions in the educational process.\"}]","THE FORMATIVE DIMENSION OF SELF-ANALYSIS OF TEACHING ACTIVITY | PDF",1792064883]