Final assessment in teacher education: innovations for better learning experiences | Avaliação final no curso de Pedagogia: inovações para melhores experiências de aprendizagem

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24510%2F24%3A00012530" target="_blank" >RIV/46747885:24510/24:00012530 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.4025/actascieduc.v46i1.64181" target="_blank" >https://doi.org/10.4025/actascieduc.v46i1.64181</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4025/actascieduc.v46i1.64181" target="_blank" >10.4025/actascieduc.v46i1.64181</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Final assessment in teacher education: innovations for better learning experiences | Avaliação final no curso de Pedagogia: inovações para melhores experiências de aprendizagem

Popis výsledku v původním jazyce

Learning assessment is an essential part of the educational process, and it is even more important when dealing with Teacher Education courses. Assessment procedures will be present throughout the future teaching career of students and, moreover, can be understood as another opportunity for knowledge construction, either in the preparation for exams or as practical experience. The educational practices of Teacher Education courses need to be in constant innovation to ensure that the educational quality extends to the schools. The present article brings the first findings of an Action Research in Education that aims to promote improvements in the final evaluation of a Pedagogy course. The text is structured in a reflexive-propositional dialogue of students and examiners‘ speeches with the scientific literature about the theme. In this first phase of the qualitative research, semi structured interviews were carried out with eight Pedagogy students and five examiners in the same course. The results identified two main issues: psychological suffering of students and lack of information about the final assessment. From that, changes in the assessment process of the course were put into practice to follow up the action research that, currently, is in the second moment of evaluation with students who are going through the final assessment with new practices.

Název v anglickém jazyce

Final assessment in teacher education: innovations for better learning experiences | Avaliação final no curso de Pedagogia: inovações para melhores experiências de aprendizagem

Popis výsledku anglicky

Learning assessment is an essential part of the educational process, and it is even more important when dealing with Teacher Education courses. Assessment procedures will be present throughout the future teaching career of students and, moreover, can be understood as another opportunity for knowledge construction, either in the preparation for exams or as practical experience. The educational practices of Teacher Education courses need to be in constant innovation to ensure that the educational quality extends to the schools. The present article brings the first findings of an Action Research in Education that aims to promote improvements in the final evaluation of a Pedagogy course. The text is structured in a reflexive-propositional dialogue of students and examiners‘ speeches with the scientific literature about the theme. In this first phase of the qualitative research, semi structured interviews were carried out with eight Pedagogy students and five examiners in the same course. The results identified two main issues: psychological suffering of students and lack of information about the final assessment. From that, changes in the assessment process of the course were put into practice to follow up the action research that, currently, is in the second moment of evaluation with students who are going through the final assessment with new practices.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Acta Scientiarum. Education

ISSN

2178-5201

e-ISSN

—

Svazek periodika

46

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

BR - Brazilská federativní republika

Počet stran výsledku

13

Strana od-do

—

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85196753938