Policies for teacher training and course regulation in Portugal and Brazil
This study investigated the policies for initial teacher training, articulated in the course evaluation policies implemented in Portugal and in Brazil in recent decades. It is a descriptive-analytical study, using a qualitative approach, whose data source involved literature review, documentary rese...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Estudos em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/8437 |
| Acceso en línea: | https://publicacoes.fcc.org.br/eae/article/view/8437 |
| Access Level: | acceso abierto |
| Palabra clave: | Educacional Policies Initial Teacher Education Educational Evaluation Portugal Políticas Educacionais Formação Inicial de Professores Avaliação da Educação Políticas de Educación Formación Inicial de Docentes Evaluación Educacional |
| Sumario: | This study investigated the policies for initial teacher training, articulated in the course evaluation policies implemented in Portugal and in Brazil in recent decades. It is a descriptive-analytical study, using a qualitative approach, whose data source involved literature review, documentary research and interviews with teacher-researchers from the field. The results revealed that the initial training of teachers has been configured in a complex way, in both countries, due to the educational policies implemented. Thus, teacher training was also considered an essential policy for the development of quality in those educational systems. |
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