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Concepções implícitas dos professores e práticas de avaliação
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| 10.24 MB | Adobe PDF |
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Abstract(s)
A Lei de Bases do Sistema Educativo (LBSE) procura definir O conceito de avaliação, numa ótica formativa e favorecedora da confiança do próprio aluno, com a intenção de equilibrar a diversidade de ritmos e capacidades de aprendizagem.
Deste modo, a Avaliação Formativa é apontada como sendo capaz de trazer melhorias qualitativas ao processo de ensino-aprendizagem, sendo por vezes associada a um género de solução miraculosa, para os problemas reais do sistema actual.
A sua aplicação não é, no entanto, nada fácil. Na realidade a adopção de novas práticas de avaliação, não se faz por decreto, sendo indispensável a concordância e aceitação, destas práticas, por parte dos professores, pois, de outro modo, essas intenções não passarão de uma hipótese, meramente, administrativa.
Assumindo-se que a forma de actuar do professor está configurada pelos seus pensamentos, aceitamos que a mudança das suas práticas, nomeadamente de avaliação, passa, também, por uma mudança a nível das suas concepções implícitas. Deste modo é importante conhecer as concepções implícitas que os professores têm, sobre O ensino, aprendizagem e avaliação, bem como as práticas de avaliação que utilizam, tentando compreender e analisar as complexas relações que existem entre elas para, daí, poder retirar recomendações para a sua formação.
Assim, de acordo com as finalidades da pesquisa, utilizámos um instrumento de recolha de dados, (questionário), para diagnosticar O grau de adesão dos docentes, que leccionavam disciplinas de informática nas escolas do Algarve, a concepções implícitas, fundamentadas em perspectivas teóricas “tradicionais” ou “construtivistas e relacionais”, e para conhecer as práticas de avaliação (formativa/classificativa) por si utilizadas. Na sinopse teórica traçada, inicialmente, procuramos fundamentar O porquê da escolha do tema em estudo - as concepções implícitas dos professores e práticas de avaliação.
The Portuguese Legislation of Educational System (LBSE - Lei de Bases do Sistema Educativo) tries to define the item of valuation and grading in an educative way that helps the student to train his self-reliance, in order to equilibrate the diversity of leaming Speed and capacity. That”s why the so called Educative Grading is supposed to increase quality of the teaching - learning - process, and sometimes it is even considered as a kind of miraculous solution for real problems with the present system. But its application is not easy at all. In fact, new grading system cannot just be ordered by law, but they need to be accepted and adopted by the teaching staff. Otheiwise, the intentions won°t get past the administration level. On the assumption that the teacher acts according to his thinking, we come to the conclusion that, if we want him to change his way of acting, or of evaluate in our special case, we have to make him change his idea about evaluation, his implicit beliefs. Therefore it is absolutely necessary for us to know the teachers implicit beliefs about teaching, learning and evaluation, as well as the evaluation practice he is used to, trying to understand and analyse the connections between these elements, in order to make Suggestions for vocational training. According to the purpose of our research, we chose a data acquisition method (questionnaire) in order to find out about the degree of implicit beliefs based on “traditional” or “constructivist and relational” theoretic views, and in order to know the grading method (formative/classifying) that is being applied. For such we chose teachers teaching informatics at Various high schools of Algarve (Portugal). The initially delineated theoretic synopsis will lead up to the subject of this study - the teachers implicit beliefs and grading practices.
The Portuguese Legislation of Educational System (LBSE - Lei de Bases do Sistema Educativo) tries to define the item of valuation and grading in an educative way that helps the student to train his self-reliance, in order to equilibrate the diversity of leaming Speed and capacity. That”s why the so called Educative Grading is supposed to increase quality of the teaching - learning - process, and sometimes it is even considered as a kind of miraculous solution for real problems with the present system. But its application is not easy at all. In fact, new grading system cannot just be ordered by law, but they need to be accepted and adopted by the teaching staff. Otheiwise, the intentions won°t get past the administration level. On the assumption that the teacher acts according to his thinking, we come to the conclusion that, if we want him to change his way of acting, or of evaluate in our special case, we have to make him change his idea about evaluation, his implicit beliefs. Therefore it is absolutely necessary for us to know the teachers implicit beliefs about teaching, learning and evaluation, as well as the evaluation practice he is used to, trying to understand and analyse the connections between these elements, in order to make Suggestions for vocational training. According to the purpose of our research, we chose a data acquisition method (questionnaire) in order to find out about the degree of implicit beliefs based on “traditional” or “constructivist and relational” theoretic views, and in order to know the grading method (formative/classifying) that is being applied. For such we chose teachers teaching informatics at Various high schools of Algarve (Portugal). The initially delineated theoretic synopsis will lead up to the subject of this study - the teachers implicit beliefs and grading practices.