Assessment of professional learning in supervised practicum: exploratory studyin early childhood education
DOI:
https://doi.org/10.18222/eae.v0ix.4365Keywords:
Learning Assessment, Professional Development, Supervised Practicum, Early Childhood Education.Abstract
This study aims to analyze professional learning assessment procedures considering the specific teaching performance profile in early childhood education. A cohort of Portuguese students involved in a practicum in early childhood education, at a master level, participated in this exploratory study. Data were collected using an assessment instrument composed of 25 dimensions organized in four domains (Observation, Planning, Action and Reflection), applied at two different instances: regulatory assessment and final assessment. The results showed a statistically significant and positive evolution in 21 of the 25 dimensions examined, between the two instances of assessment. Data allow conclusions to be drawn regarding the learning of professional skills, and the potentialities of an authentic and co-participative approach in the assessment of practical training and in the endogenous understanding of training processes.Downloads
References
ALVES, José Matias; CABRAL, Ilídia. Os demónios da avaliação: memórias de professores enquanto alunos. Estudos de Avaliação Educacional, São Paulo, v. 26, n. 63, p. 630-662, set./dez. 2015. DOI: https://doi.org/10.18222/eae.v26i63.3690
BALDUZZI, Lucia; LAZZARI, Arianna. Mentoring practices in workplacebased professional preparation: a critical analysis of policy developments in the Italian context. Early Years: An International Research Journal, Abringdon, v. 35, n. 2, p. 124-138, 2015. DOI: https://doi.org/10.1080/09575146.2015.1022513
CALDERANO, Maria da Assunção. O estágio supervisionado para além de uma atividade curricular: avaliação e proposições. Estudos em Avaliação Educacional, São Paulo, v. 23, n. 53, p. 250-278, set./dez. 2012. DOI: https://doi.org/10.18222/eae235320121923
CALDERANO, Maria da Assunção. Docência compartilhada entre universidade e escola: formação inicial e continuada através do estágio curricular. São Paulo: FCC; CNPQ, 2013. Disponível em: <http://www.fcc.org.br/fcc/images/pesquisa/estagios/projetos/MariaAssuncaoCalderano.pdf>. Acesso em: 21 mar. 2016.
CAUGHLAN, Samantha; JIANG, Heng. Observation and teacher quality: critical analysis of observational instruments in preservice teacher performance assessment. Journal of Teacher Education, Washington, v. 65, n. 5, p. 375-388, 2014. DOI: https://doi.org/10.1177/0022487114541546
DALRYMPLE, Roger; KEMP, Chris; SMITH, Patrick. Characterising work-based learning as a triadic learning endeavor. Journal of Further and Higher Education, London, v. 38, n. 1, p. 75-89, 2014. DOI: https://doi.org/10.1080/0309877X.2012.699516
DARLING-HAMMOND, Linda. Standard setting in teaching: changes in licensing, certification, and assessment. In: RICHARDSON, Virginia (Ed.). Handbook of research on teaching. 4. ed. Washington: American Educational Research Association, 2001. p. 751-776.
DARLING-HAMMOND, Linda. Assessing teacher education: the usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, Washington, v. 57, n. 2, p. 120-138, 2006. DOI: https://doi.org/10.1177/0022487105283796
DARLING-HAMMOND, Linda; NEWTON, Stephen; WEI, Ruth Chung. Developing and assessing beginning teacher effectiveness: the potential of performance assessments. Educational Assessment, Evaluation and Accountability, Berlin, v. 25, n. 3, p. 179-204, 2013. DOI: https://doi.org/10.1007/s11092-013-9163-0
DARLING-HAMMOND, Linda; SNYDER, Jon. Authentic assessment of teaching in context. Teaching and Teacher Education, v. 16, p. 523-545, 2000. DOI: https://doi.org/10.1016/S0742-051X(00)00015-9
DAYAN, Yael. Towards professionalism in early childhood practicum supervision: a personal journey. European Early Childhood Education Research Journal, Birmingham, v. 16, n. 2, p. 153-170, 2008. DOI: https://doi.org/10.1080/13502930802141592
FIELD, Andy. Discovering statistics using SPSS. 3. ed. London: Sage, 2009.
FORMOSINHO, João. A universidade e a formação de educadores de infância: potencialidades e dilemas. In: MACHADO Maria Lúcia (Org.). Encontros e desencontros em educação infantil. São Paulo: Cortez, 2002. p. 169-188.
FORMOSINHO, João. A formação prática dos professores: da prática docente na instituição de formação à prática pedagógica nas escolas. In: FORMOSINHO, João (Coord.). Formação de professores: aprendizagem profissional e acção docente. Porto: Porto, 2009. p. 93-117.
FORMOSINHO, João; MACHADO, Joaquim. Professores nas escolas de massas: novos papéis, nova profissionalidade. In: FORMOSINHO, João (Coord.). Formação de professores: aprendizagem profissional e acção docente. Porto: Porto, 2009. p. 143-164.
FORMOSINHO, João; MACHADO, Joaquim. Desempenho, mérito e desenvolvimento. Para uma avaliação mais profissional dos professores. In: FORMOSINHO, João; MACHADO, Joaquim; OLIVEIRA-FORMOSINHO, Júlia. Formação, desempenho e avaliação de professores. Mangualde: Pedago, 2010. p. 97-118.
GOMES, Marineide Oliveira. Formação de professores na educação infantil. 2. ed. São Paulo: Cortez, 2013.
JENSEN, Jytte J. Placement supervision of pedagogue students in Denmark: the role of university colleges and early childhood centres. Early Years: An International Research Journal, Abingdon, v. 35, n. 2, p. 154-167, Apr. 2015. DOI: https://doi.org/10.1080/09575146.2015.1024616
MARTINS, Carla. Manual de análise de dados quantitativos com recurso ao IBM SPSS. Braga: Psiquilíbrios, 2011.
MOSS, Peter; DAHLBERG, Gunilla. Beyond quality in early childhood education and care: languages of evaluation. New Zealand Journal of Teachers’ Work, Auckland, v. 5, n. 1, p. 3-12, 2008. DOI: https://doi.org/10.24135/teacherswork.v5i1.495
OBERHUEMER, Pamela. Editorial – Seeking new cultures of cooperation: a cross-national analysis of workplace-based learning and mentoring practices in early years professional education/training. Early Years: An International Research Journal, Abingdon, v. 35, n. 2, p. 115-123, Apr. 2015. DOI: https://doi.org/10.1080/09575146.2015.1028218
OLIVEIRA-FORMOSINHO, Júlia. Modelos curriculares para a educação de infância. 3. ed. Porto: Porto, 2007.
PORTUGAL. Decreto-lei n. 241/2001, de 30 de agosto. Aprova os perfis específicos de desempenho profissional do educador de infância e do professor do 1º ciclo do ensino básico. Lisboa: ME, 2001.
PORTUGAL. Decreto-lei n. 43/2007, de 22 de fevereiro. Aprova o regime jurídico da habilitação profissional para a docência na educação pré-escolar e nos ensinos básico e secundário. Lisboa: ME, 2007.
PORTUGAL. Decreto-lei n. 79/2014, de 14 de maio. Aprova o regime jurídico da habilitação profissional para a docência na educação pré-escolar e nos ensinos básico e secundário. Lisboa: MEC, 2014.
WEI, Ruth Chung; PECHEONE, Raymond. Assessment for learning in preservice teacher education: performance-based assessments. In: KENNEDY, Mary (Ed.). Teacher assessment and the quest for teacher quality: a handbook. San Francisco: Jossey Bass, 2010. p. 60-103.
WIGGINS, Grant. A true test: toward more authentic and equitable assessment. Phi Delta Kappan, Thousand Oaks, CA, v. 70, n. 9, p. 703-713,1989.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Sara Barros Araújo, Ana Pereira Antunes
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
a. Authors retain the copyright and grant the journal the right to first publication.
b. All works are licensed under the Creative Commons Attribution License, which allows the sharing of the paper with acknowledgment of authorship.
Until 2024, Estudos em Avaliação Educacional adopted the Creative Commons Attribution-NonCommercial (CC BY-NC) license for its publications. For texts published from 2025 onwards, the journal will adopt the Creative Commons Attribution (CC BY) license, in line with the principles of Open Science.
