Guidelines for an assessment of teaching praxis
This article presents the guidelines for an assessment of teaching praxis, the result of a doctoral thesis. The main objective of this research was to investigate the understanding of teacher assessment by teachers from the early years of elementary school, starting from subjective factors of the pr...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
| Repositorio: | Revista Brasileira de Estudos Pedagógicos (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs3.inep:article/4750 |
| Acceso en línea: | https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4750 |
| Access Level: | acceso abierto |
| Palabra clave: | pedagogical praxis praxis assessment teacher assessment. evaluación de la praxis evaluación docente praxis pedagógica. avaliação da práxis avaliação docente práxis pedagógica. |
| Sumario: | This article presents the guidelines for an assessment of teaching praxis, the result of a doctoral thesis. The main objective of this research was to investigate the understanding of teacher assessment by teachers from the early years of elementary school, starting from subjective factors of the profession, associated with the desires and needs of these teachers in the analysis of their practice, estimating reflection and improvement. In what concerns qualitative nature, this study adopts the phenomenological approach to investigate and analyze data, with emphasis in the heideggerian philosophy, which is essential in finding out that which is revealed in oneself from those living it. The subjects investigated in this research were teachers in public schools in Horizonte, Ceará. The observation and the interviews in two-step were used as data collection techniques – pre-analysis and analysis of the concepts. The study pointed out Guidelines that can serve as the basis for the design of an assessment of teaching praxis, permeated by the understanding of being a teacher from the view of their pedagogical praxis, going through a global level, a fully-paid contextualization, professionality and co-participation, and, finally, evaluating intrapersonal, interpersonal and institutional aspects. |
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