This research investigates teachers’ educational practices in kindergarten and primary schools. Teachers should be able to ensure effective teaching-learning processes, but also to support a positive school climate thanks to a good classroom management. Selfevaluation instruments can help teachers to reflect on their own educational practices and to improve professional skills. The aims of this study are (1) to analyse the internal validity of a new self-evaluation instrument, named Teachers' Educational Practices Questionnaire (TEP-Q) and (2) to examine the possible use of this instrument in pre-service teacher training. The sample consists of 307 in-service teachers of Northern, Central and Southern Italy. The results of three distinct Principal Axis Factor Analysis with Promax Rotation revealed two-factor structure for Communication and Classroom Organization areas and one-factor structure for Relationship. Significant differences emerged for type of school, type of teacher and years of teaching. As to the second aim, the TEP-Q was used for different groups of pre-service and in-service teachers training resulting effective for the improvement of professional skills’ range through shared reflection on educational practices.
