Autoavaliação de futuros professores durante o estágio: uma revisão da literatura
DOI:
https://doi.org/10.5380/atoz.v13i0.92347Palavras-chave:
Avaliação educacional, Formação inicial de professores, Practicum, Futuros professores, Autoavaliação.Resumo
Introdução: Este artigo analisa a literatura sobre autoavaliação do aprendizado por meio da prática dos futuros professores, identifica incógnitas e formula possíveis direções para pesquisas futuras. A autoavaliação promove a autonomia, a autorregulação, a autoeficácia e o envolvimento. As perguntas que orientam a revisão são: Quais abordagens de pesquisa são adotadas em estudos sobre a autoavaliação de futuros professores durante o estágio? Quais aspectos são autoavaliados durante o estágio? Quais sistemas são usados para a autoavaliação do aprendizado pela prática de futuros professores? Método: Foi realizada uma revisão sistemática da literatura em bancos de dados selecionados, incluindo ERIC, WoS, Scopus e Dialnet. Após um processo sistemático de busca e revisão, 19 artigos foram analisados. Resultados: Os artigos selecionados são analisados, em particular, a abordagem de pesquisa adotada, os aspectos autoavaliados durante o estágio e os sistemas de autoavaliação usados pelos futuros professores. Conclusões: A revisão mostra que a autoavaliação no practicum ainda não está estabelecida como uma estratégia para avaliar o aprendizado pré-profissional, mas aumenta a conscientização sobre as competências da profissão de professor. A análise fornece aos professores e tutores recomendações para a tomada de decisões sobre quais técnicas de autoavaliação são mais úteis e como adaptá-las ao practicum.
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