Research on evaluation portfolios in teacher training
This article presents the analysis of the category “Teacher Evaluation Portfolios”, resulting from the Discursive Textual Analysis carried out from the mapping of the use of portfolios in teacher training, and has 11 scientific articles as a corpus. The aim was to understand what is shown in studies...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2021 |
| País: | Brasil |
| Recursos: | Fundação Carlos Chagas (FCC) |
| Repositório: | Estudos em Avaliação Educacional |
| Idioma: | português |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/8575 |
| Acesso em linha: | https://publicacoes.fcc.org.br/eae/article/view/8575 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Portafolio Evaluación Formativa Formación de Profesores Portfólio Avaliação Formativa Formação de Professores Portfolio Formative Evaluation Teacher Education |
| Resumo: | This article presents the analysis of the category “Teacher Evaluation Portfolios”, resulting from the Discursive Textual Analysis carried out from the mapping of the use of portfolios in teacher training, and has 11 scientific articles as a corpus. The aim was to understand what is shown in studies on the use of evaluation portfolios in teacher training. The concept of evaluation is found only in qualitative studies, although there is no occurrence in some of them. The summaries of the articles and the hermeneutic exercise for understanding formative assessment are described. As a result, the need for conceptual clarity about evaluation, in proposals for evaluation portfolios, is highlighted. |
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