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Publication
A avaliação dos professores enquanto alunos: O uso da experiência pessoal como agente de mudança
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Advisor(s)
Abstract(s)
Neste artigo analisa-se a importância e a possibilidade
do professor, enquanto aluno de acções de formação
contínua ou de complementarização de formação,
reinvestir na sua prática pedagógica os ganhos e ensinamentos
da experiência de ser avaliado. Partindo de
propostas concretas já realizadas, defende-se que a experiência
da descentração, proporcionada pelo retorno
ao lugar e ao papel de aluno, se adequadamente utilizada,
possa potenciar e melhorar, para o professor e
para os seus alunos, a eficácia e a função da avaliação.
Crê-se que, para desenvolver qualquer transformação
esclarecida nas suas práticas, e dada a habitual resistência
à mudança, o professor necessita passar por um
processo de auto-avaliação e auto-conhecimento orientado
pelo formador, no qual a reflexão pela experiência
directa pode ser o fulcro do início de uma nova
construção pessoal e de uma transição majorante.
ABSTRACT: This article is based on the assumption that the experience of decentration – that comes from returning to the place and functions of a student – will make the teacher construct a new perspective on evaluation and develop a new awareness that will ameliorate his use of evaluation with his own students. In actions already developed while training teachers, and as a consequence of the usual resistance to transformations, the author defends the idea that, to initiate any change in their pedagogical practices, in particular in the evolving area of evaluation, the teacher needs to go through a process of self-evaluation and self-understanding, were reflecting over a personal experience is the beginning of a personal construction and a change to a higher and more complex level.
ABSTRACT: This article is based on the assumption that the experience of decentration – that comes from returning to the place and functions of a student – will make the teacher construct a new perspective on evaluation and develop a new awareness that will ameliorate his use of evaluation with his own students. In actions already developed while training teachers, and as a consequence of the usual resistance to transformations, the author defends the idea that, to initiate any change in their pedagogical practices, in particular in the evolving area of evaluation, the teacher needs to go through a process of self-evaluation and self-understanding, were reflecting over a personal experience is the beginning of a personal construction and a change to a higher and more complex level.
Description
Keywords
Formação de professores Avaliação da aprendizagem Construtivismo Training teachers Learning evaluation Constructivism
Citation
Analise Psicológica XVIII(3), 371-379
Publisher
Instituto Superior de Psicologia Aplicada