A carregar...
Publicação
Práticas de avaliação na formação inicial de professores de matemática em Angola
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.82 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A presente tese de doutoramento aborda o tema das práticas de avaliação de docentes do ensino superior no 1.º ano do curso de ensino de Matemática numa Escola Superior Pedagógica em Angola. Os diversos motivos para a sua realização envolvem fatores pessoais, académicos e profissionais. A pertinência para a sua realização cinge-se à escassez de investigação relacionada com a problemática da avaliação do desempenho dos estudantes no âmbito do processo de ensino e aprendizagem da Matemática no ensino superior angolano. A avaliação constitui a componente orientadora da ação educativa ao nível do ensino superior angolano, que se encontra dominada por práticas de avaliação certificativa como a principal opção dos docentes. Desta maneira, o estudo surge com o objetivo de compreender as práticas de avaliação de docentes no 1.º ano do curso. Realizou-se um estudo interpretativo, para atingir o objetivo traçado e responder às questões que orientaram a pesquisa. A recolha de dados fez-se através da observação de aulas, de entrevistas aos docentes e estudantes e de recolha documental, que recaiu sobre diversos documentos que serviram de base às práticas avaliativas dos docentes, quer na sua fase de planificação, quer na de concretização. A análise dos dados recolhidos foi feita recorrendo às técnicas da análise de conteúdo, e com o auxílio do software Nvivo. Os resultados evidenciaram que a avaliação foi vista como um processo de tomada de decisão sobre as aprendizagens dos estudantes, podendo-se, através dela, medir até que ponto o professor lecionou, o estudante percebeu, e devemos melhorar as aprendizagens. Os docentes procuraram não só buscar os erros cometidos pelos estudantes nas tarefas realizadas e assinalá-los, como usar a informação recolhida para melhorar a aprendizagem dos estudantes. Os docentes utilizam como estratégias de avaliação formativa o questionamento oral e a observação e recorrem às defesas de trabalhos e exercícios práticos. Apesar dos docentes terem algum conhecimento sobre feedback, parecem utilizá-lo em poucas ocasiões; e não mostram de forma clara se dão feedback escrito, com orientações para os estudantes superarem os erros cometidos na realização das suas produções. A avaliação sumativa parece ser a mais utilizada. O instrumento de avaliação sumativa usado com mais frequência é a prova escrita.
This doctoral thesis addresses the topic of assessment practices of higher education teachers in the 1st year of the Mathematics teaching course at a Higher Education School in Angola. For its realizations were evolved several reasons such as personal, academics and professionals. Its relevance is limited to the scarcity of investigations related to the students´ problem performance assessment in the context of the teaching and learning process of Mathematics in Angolan higher education. Assessment is the guiding component of educational action at the level of Angolan higher education, which is dominated by certification assessment practices as the main option for teachers. Thus, this study aims to understand the assessment practices of teachers in the 1st year of the course. An interpretive study was carried out to achieve the outlined objective and answer the questions that guided the research. Data collection was based on the observation of classes, interviews with teachers and students and on analysis of the various documents that served as the basis of the teachers' evaluative practices, both in their planning and implementation phase. The Data analysis was made using content analysis techniques, and with the support of the Nvivo Software. The results showed that the assessment was seen as a decision-making process on the students' learning, and it can be measured to what extent the teacher taught, the student understood, and we should improve learning. The teachers tried not only to seek the mistakes made by the students in the tasks performed and sign them, but also to use the information collected to improve the students' learning. Teachers use oral questioning and observation as formative assessment strategies and use the work presentation and practical exercises. Although teachers have some knowledge about feedback, they seem to use it on a few occasions; and do not clearly show whether they give written feedback, with guidance for students to overcome the mistakes made in the performance of their productions. The summative assessment seems to be the most used. The most frequently used summative assessment instrument is written tests.
This doctoral thesis addresses the topic of assessment practices of higher education teachers in the 1st year of the Mathematics teaching course at a Higher Education School in Angola. For its realizations were evolved several reasons such as personal, academics and professionals. Its relevance is limited to the scarcity of investigations related to the students´ problem performance assessment in the context of the teaching and learning process of Mathematics in Angolan higher education. Assessment is the guiding component of educational action at the level of Angolan higher education, which is dominated by certification assessment practices as the main option for teachers. Thus, this study aims to understand the assessment practices of teachers in the 1st year of the course. An interpretive study was carried out to achieve the outlined objective and answer the questions that guided the research. Data collection was based on the observation of classes, interviews with teachers and students and on analysis of the various documents that served as the basis of the teachers' evaluative practices, both in their planning and implementation phase. The Data analysis was made using content analysis techniques, and with the support of the Nvivo Software. The results showed that the assessment was seen as a decision-making process on the students' learning, and it can be measured to what extent the teacher taught, the student understood, and we should improve learning. The teachers tried not only to seek the mistakes made by the students in the tasks performed and sign them, but also to use the information collected to improve the students' learning. Teachers use oral questioning and observation as formative assessment strategies and use the work presentation and practical exercises. Although teachers have some knowledge about feedback, they seem to use it on a few occasions; and do not clearly show whether they give written feedback, with guidance for students to overcome the mistakes made in the performance of their productions. The summative assessment seems to be the most used. The most frequently used summative assessment instrument is written tests.
Descrição
Palavras-chave
Práticas de avaliação avaliação das aprendizagens ensino superior formação inicial de professores em Matemática Assessment practices assessment of learning higher education initial training of teachers in Mathematics