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- W179647960 abstract "Vocational training, including professional qualification (within the second cycle of the Bologna Process) has been the subject of discussions between different areas of knowledge. Attention has been specially paid to possible evaluation methodologies (mentoring of professional practices, preparation of individual portfolios, conducting group work with tutorial guidance, writing Apprenticeship Reports, among others). The main goal of the present work is to analyse the Apprenticeship Reports made during a second cycle program in Master in Preschool Education of the Higher School of Education. A convenience sample of reports written by students of academic years 2010-2011, 2011-2012 and from 2012-2013 is considered. In this analysis, the following will be privileged axes: i) the reflective characterization of the educational ATAS do VI Encontro do CIED – I Encontro Internacional em Estudos Educacionais. Avaliacao: Desafios e Riscos 187 context; ii) the reflective analysis of their own teaching practices; iii) the contents of the final remarks. It is intended, therefore, to understand and analyse the potential challenges brought to the process of assessment of these students’ learning. The theoretical framework focuses on a literature review on training of early childhood educators (Cardona, 2002; Moita, 2012 and Vasconcelos, 2009, 2012) and on assessment of adults’ learning (Danis & Solar, 2001 and Fernandes, 2008). A qualitative methodology was used, including document analysis (course objectives, expected professional profile, guidelines for writing the apprenticeship report) and subsequent content analysis. The results achieved point to the following conclusions: if on the one hand, all (12) the students of the study followed precisely the script provided by the team of teachers, on the other side and in what relates to the characterization of the reflective educational context, a reflective analysis of the intervention and the final considerations carried out noted that there are significant differences in organizational structure of speech writing, in the choice of theoretical framework of reference as well as on personal reflections. While the master students (5) of the school year 2010-2011 show to build a theoretical framework for bibliographic references related to childhood and education provided by the team of teachers of the master in study, students of the school year 2011-2012 (3) opted for a wider theoretical framework of reference, which we can also check the existence of a query and documental analysis on legislation regarding childhood education. In turn, students who have completed their training in the academic year 2012-2013 (4), demonstrate in the preparation of their reports to internship, a concern and a clear intent in responding to all the questions subjected and triggering some substantive issues: 1) Why the internship reports analysed have significant differences in the accomplished learning undertaken by graduate students in study? 2) What are the possible reasons for these differences? 3) What did the masters learned and what was the most significant subject? These are some of the possible challenges to the evaluation of learning." @default.
- W179647960 created "2016-06-24" @default.
- W179647960 creator A5011175201 @default.
- W179647960 date "2014-03-01" @default.
- W179647960 modified "2023-09-27" @default.
- W179647960 title "Relatório de estágio: que desafios(s) para a avaliação das aprendizagens? uma análise a partir de um mestrado em educação pré-escolar numa Escola Superior de Educação" @default.
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