Self-assessment: observing and analyzing the teaching practice
DOI:
https://doi.org/10.18222/eae.v31i76.7010Keywords:
Teaching and Learning Processes, Teaching Practice, Self-Assessment, Higher EducationAbstract
Teachers’ activities involve, among others, analyzing, assessing, reflecting on and improving their own classroom practice. Self-assessment may contribute to teaching and learning processes, as well as to personal development. This study presents the results of reflection about two classes where the SATS (Self-Assessment of Teaching Statement) model was applied. The use of the SATS tool was qualitatively analyzed based on the recording of two different classes at two distinct Higher Education Institutions, thus giving rise to metatexts. Based on these, the study describes the “Warm-Up”, i.e., the class’ introductory stage in which students are prepared for the day’s learning; and the “Classroom Development” itself, with particular attention to the following characteristics: teacher-student interaction, didactic strategies, timing, and the real contexts used. The results indicate the possibilities of reflection enabled by the tool on and in pedagogical practice.
Downloads
References
ARCHER, A. L.; HUGHES, C. A. Explicit instruction: Effective and efficient teaching. New York: Guilford Press, 2011.
BARBER, L. Autoavaliação. In: MILLMAN, J.; DARLING-HAMMOND, L. (org.). The new handbook of teacher evaluation. Londres: SAGE, 1990. p. 216-229. https://dx.doi.org/10.4135/9781412986250.n13. DOI: https://doi.org/10.4135/9781412986250.n13
BUTLER, J. A. Effective schools’ practices: a research synthesis. In: DRUIAN, G.; BUTLER, J. A. Research you can use. Washington: Office of Educational Research and Improvement, 1987. p. 56-75.
DINKELMAN, T. Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, Georgia, v. 54, n. 1, p. 6-18, 2003. https://dx.doi. org/10.1177/0022487102238654. DOI: https://doi.org/10.1177/0022487102238654
DOCHY, F. J. R. C.; SEGERS, M.; SLUIJSMANS, D. The use of self, peer and co-assessment in higher education: A review. Studies in Higher Education, v. 24, n. 3, p. 331-350, 1999. https://dx.doi. org/10.1080/03075079912331379935. DOI: https://doi.org/10.1080/03075079912331379935
FARRELL, T. Novice language teachers. Insights and perspectives for the first year. UK: Equinox Publishing, 2008.
FELICETTI, V. L.; GIRAFFA, L. M. M. MATOFOBIA: auxiliando a enfrentar este problema no contexto escolar. Porto Alegre: EDIPUCRS, 2012.
GAUTHIER, C. et al. Por uma teoria da pedagogia: pesquisas contemporâneas sobre o saber docente. 3. ed. Ijuí: Unijuí, 2013.
GAUTHIER, C. et al. Ensino explícito e desempenho dos alunos: a gestão dos aprendizados. Petrópolis: Vozes, 2014.
GIL, A. C. Como elaborar projetos de pesquisa. 5. ed. São Paulo: Atlas, 2010.
GRISWOLD, R. A. et al. Effective compensatory education sourcebook. Portland: Northwest Educational Laboratory, 1985.
HAIDT, R. C. C. Curso de didática geral. 7. ed. São Paulo: Ática, 2000.
HILL, H. C.; CHARALAMBOUS, C. Y.; KRAFT, M. A. When rater reliability is not enough: Teacher observation systems and a case for the generalizability study. Educational Researcher, v. 41, n. 2, p. 56-64, 2012. https://dx.doi.org/10.3102/0013189X12437203. DOI: https://doi.org/10.3102/0013189X12437203
HOLLINGSWORTH, J.; YBARRA, S. A. The power of the well-crafted, well-taught lesson. Thousand Oaks: Corwin Press, 2009. DOI: https://doi.org/10.4135/9781452218977
KEARNEY, S. Improving engagement: The use of “Authentic self-and peer-assessment for learning” to enhance the student learning experience. Assessment & Evaluation in Higher Education, v. 38, n. 7, p. 875-891, 2013. https://dx.doi.org/10.1080/02602938.2012.751963. DOI: https://doi.org/10.1080/02602938.2012.751963
LEMOV. D. Aula nota 10: 49 técnicas para ser um professor campeão de audiência. São Paulo: Da Boa Prosa, 2011.
LEMOV. D. Aula nota 10 2.0: 62 técnicas para melhorar a gestão da sala de aula. Porto Alegre: Penso, 2018.
MEIRIEU, P. Aprender sim, mas como?. Porto Alegre: Artmed, 1998.
MORAES, R.; GALIAZZI, M. C. Análise textual discursiva. Ijuí: UNIJUÍ, 2007.
REAGAN, T. G.; OSBORN, T. A. The foreign language educator in society: Toward a critical pedagogy. Mahwah, NJ: Erlbaum, 2002. DOI: https://doi.org/10.4324/9781410602862
ROBERTS, J. Language teacher education. London: Arnold, 1998.
ROSENSHINE, B.; STEVENS, R. Teaching functions. In: WITTROCK, M. C. Handbook of research on teaching. 3. ed. New York: Macmillan, 1986.
SCHÖN, D. A. The reflective practitioner: How professionals think in action. New York: Basic Books, 1983.
SCHÖN, D. A. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987.
SHRUM, J. L.; GLISAN, E. W. Teacher’s handbook: Contextualized language instruction. Boston: Heinle & Heinle, 2016.
SPICER-ESCALANTE, M. L.; CHECKETTS, H. B. Exploring the integration of co-teaching and autoavaliação: Modeling for preservice teachers. In: EMPOWERING TEACHING EXCELLENCE CONFERENCE. Logan, UT: USU, 2019.
SPICER-ESCALANTE, M. L.; DEJONGE-KANNAN, K. Reflective practitioners: Foreign language teachers exploring autoavaliação. Studies in English Language Teaching, Los Angeles, v. 4, n. 4, p. 634-649, 2016. http://dx.doi.org/10.22158/selt.v4n4p634. DOI: https://doi.org/10.22158/selt.v4n4p634
VANPATTEN, B. While we are on the topic on language acquisition and classroom practice. Alexandria: ACTFL Publications, 2017.
ZEICHNER, K.; LISTON, D. Reflective teaching: An introduction. New York: Taylor & Francis, 2014. DOI: https://doi.org/10.4324/9780203771136
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Marcelo Almeida de Camargo Pereira, Dânia Barro, Clóvis Trezzi, Maria Luisa Spicer-Escalante, Vera Lucia Felicetti
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.
