Banca de QUALIFICAÇÃO: DEYSE MARA ROMUALDO SOARES

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : DEYSE MARA ROMUALDO SOARES
DATE: 30/01/2024
TIME: 14:00
LOCAL: CEDU a distância
TITLE:

Strategies for assessing learning mediated by digital information and communication technologies: teacher training in the public state School of Ceará

KEY WORDS:

 Learning assessment. Information and communication technologies. Teacher training. State public. Scholl system.

PAGES: 98
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Avaliação da Aprendizagem
SUMMARY:

The DICT have transformed numerous aspects of life in society and have brought forth new educational perspectives. Both DICT in general and Virtual Learning Environments have prompted some changes in the act of learning assessment by teachers, considering the multitude of resources they offer, such as evaluative instruments like activities, forums, progress reports, among others. In this context, the guiding question of the research emerged: How does ongoing training promote change in the practice of high school teachers, particularly in the scenario (or context) of learning assessment? The study aims to investigate the development process of the ongoing training "Strategies for learning assessment using DICT," anchored in the perspective of using DICT in learning assessment. It is applied to teachers from different curricular areas working in high schools under CREDE 12, observing the possibilities of changes in their pedagogical practice and learning assessment strategies. The qualitative approach and the research-training method were chosen. Data collection occurs through various sources: a) initial diagnostic questionnaire and final self-assessment questionnaire (online and semi-open); b) field diary; c) documentary analysis; and d) interview. The analyzed data follow the analysis categories: pedagogical practice using DICT; conceptions of learning assessment; learning assessment mediated by DICT; and changes in teachers' assessment practices based on ongoing training supported by DICT. Through the diagnostic questionnaire, it was possible to verify that during their initial and ongoing training, the majority of teachers did not take courses directed towards the use of DICT, hindering their integration into their pedagogical practice. Regarding subjects related to classroom learning assessment, 75% of teachers stated that they were not part of their training, both initially and continuously. Regarding conceptions and forms of assessment, teachers are familiar with common types of assessment in everyday school life, such as bimonthly exams, written (objective or subjective) exams, individual and group work, to assess student performance. As for knowledge about integrating DICT into the learning assessment process in pedagogical practice, the majority do not use them, nor have they conceived a possibility of using DICT in the evaluative process in the classroom. The research is ongoing, as is the ongoing training. The intention is to continue data collection based on participant observation, with the field diary as an instrument for notes and reports; the final self-assessment questionnaire will be applied after the training ends, as well as the analysis of the lesson plan and interview.

COMMITTEE MEMBERS:
Presidente - 3288419 - CLEIDE JANE DE SA ARAUJO COSTA
Interno(a) - 1121358 - LUIS PAULO LEOPOLDO MERCADO
Externo(a) ao Programa - 4725102 - IVANDERSON PEREIRA DA SILVA - UFALExterno(a) à Instituição - JOÃO BATISTA BOTTENTUIT JÚNIOR - UFMA
Externo(a) à Instituição - MARIA NEIDE SOBRAL