Advertisement

How Can Teacher Education Fulfill Its More Generous Intentions? Reflections Concerning the Pernicious Effects of Educational Evaluation

  • Amélia LopesEmail author
  • Fátima Pereira
  • Preciosa Fernandes
  • Leanete Thomas Dotta
  • Rita Sousa
Chapter

Abstract

Teacher education is currently informed by perspectives which aim to improve how it affects teachers’ practices and professionalization. Although new ways of educating teachers arise, they still have to coexist with more traditional forms of teacher education, notably, those related to the assessment of learning.

This chapter presents an exploratory research study with the objective of identifying teacher educators’ and student teachers’ perspectives on the Master program in which they were respectively teaching and learning. Focus group discussions were conducted with students and teacher educators involved in a Master program that certifies primary and elementary schools teachers.

Our inductive data analysis explores the existence of similarities and differences within and between teacher educators and students perspectives. There is a need to adjust evaluation methods and align them with the objectives of teacher education programs, fostering the articulation between teaching, research, and knowledge transfer.

Keywords

Teacher education Higher education Educational assessment Evaluation Teacher educators Student teachers 

References

  1. Abrandt Dahlgren, M., & Hammar Chiriac, E. (2009). Learning for professional life: Student teachers’ and graduated teachers’ views of learning, responsibility and collaboration. Teacher and Teacher Education, 25, 991–999. doi: 10.1016/j.tate.2009.03.019.CrossRefGoogle Scholar
  2. Beijaard, D., Meijer, P., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. doi: 10.1016/j.tate.2003.07.001.CrossRefGoogle Scholar
  3. Boggino, N. (2009). A avaliação como estratégia de ensino. Avaliar processos e resultados. Sísifo. Revista de Ciências da Educação, 9, 79–86. ISSN 1645-4774.Google Scholar
  4. Boyd, P., & Smith, C. (2014). The contemporary academic: Orientation towards research work and researcher identity of higher education lecturers in the health professions. Studies in Higher Education. doi: 10.1080/03075079.2014.943657.Google Scholar
  5. Buchberger, F., Campos, B. P., Kallós, D., & Stephenson, J. (2000). Green paper on teacher education in Europe: High quality teacher education for high quality education and training. Umea: TNTEE.Google Scholar
  6. Bulut, H., Hisar, F., & Güler, S. (2010). Evaluation of mentorship programme in nursing education: A pilot study in Turkey. Nurse Education Today, 30(8), 756–762.CrossRefGoogle Scholar
  7. Casassus, J. (2009). Uma nota crítica sobre a avaliação estandardizada: a perda de qualidade e a segmentação social. Revista de Ciências da Educação, 9, 71–78.Google Scholar
  8. Casey, A., Mermel, L., Nightingale, P., & Elliott, T. (2008). Antimicrobial central venous catheters in adults: A systematic review and meta-analysis. The Lancet Infectious Diseases, 8, 763–776. doi: 10.1016/S1473-3099(08)70280-9.CrossRefGoogle Scholar
  9. Cook-Sather, A. (2006). Production, cure, or translation? Rehumanizing education and the roles of teacher and student in US schools and universities. FORUM, 48(3), 329–336. doi: 10.2304/forum.2006.48.3.329.CrossRefGoogle Scholar
  10. Dotta, L. T., Marta, M., Ferreira, E., & Diogo, F. (2013). O desenvolvimento da autonomia nos processos de formação de estudantes da Enfermagem e do Ensino. In A. Lopes (Ed.), Formação Inicial de Professores e de Enfermeiros: identidades e ambientes (pp. 153–168). Porto: LivPsic.Google Scholar
  11. Estevão, C. (1999). Escola, justiça e autonomia. Inovação, 12(3), 139–155.Google Scholar
  12. Estevão, C. (2004). Educação, justiça e autonomia: os lugares da escola e o bem educativo. Porto: Edições Asa.Google Scholar
  13. Fernandes, D. (2006). Para uma teoria de avaliação formativa. Revista Portuguesa de Educação, 19(2), 21–50.Google Scholar
  14. Fernandes, D. (2009a). A avaliação da aprendizagem em Portugal investigação e teoria da atividade. Sísifo. Revista de Ciências da educação, 9, 87–100.Google Scholar
  15. Fernandes, P. (2009b). O processo de Bolonha no seu terceiro ano de existência: olhares diversos para um debate útil. Educação, Sociedade & Culturas, 28, 161–173.Google Scholar
  16. Fernandes, P. (2010). Pode a avaliação melhorar ou prejudicar a aprendizagem?: uma reflexão a partir do ponto de vista de um grupo de estudantes. In C. Leite, A. Mouraz, A. Moreira, & J. A. Pacheco (Eds.), Políticas, fundamentos e práticas do currículo (pp. 252–263). Porto: Porto Editora.Google Scholar
  17. Geraldo, G., Trevitt, C., Carter, S., & Fazey, J. (2010). Nexus in undergraduate education: Spanish laws pre-and post-Bologna. Educational Research Journal, 9(1), 81–91. doi: 10.2304/eerj.2010.9.1.81.Google Scholar
  18. Guba, E., & Lincoln, Y. (1989). Fourth generation of evaluation. San Francisco: Jossey Bass.Google Scholar
  19. Hamilton, M., & Clandinin, J. (2011). Unpacking our assumptions about teacher educators around the world. Teaching and Teacher Education, 27, 243–244.CrossRefGoogle Scholar
  20. Hargreaves, A. (1995). Development and desire: A postmodern perspective. In T. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices. New York: Teachers’ College Press.Google Scholar
  21. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. doi: 10.3102/003465430298487.CrossRefGoogle Scholar
  22. Kerby, A. P. (1991). Narrative and the self. Bloomington: Indiana University Press.Google Scholar
  23. Korthagen, F. (1992). Techniques for stimulating reflection in teacher education seminars. Teaching and Teacher Education, 8(3), 265–274. doi: 10.1016/0742-051X(92)90025-X.CrossRefGoogle Scholar
  24. Korthagen, F. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. ISSN 0742-051X.CrossRefGoogle Scholar
  25. Korthagen, F. (2005). Practice, theory and person in life-long professional learning. In D. Beijaard et al. (Eds.), Teacher professional development in changing conditions (pp. 79–94). Dordrecht: Springer.CrossRefGoogle Scholar
  26. La Ganza, W. (2008). Learner autonomy – Teacher autonomy. In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities, and responses. Amsterdam: John Benjamins Publishing Co.Google Scholar
  27. Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3–18.CrossRefGoogle Scholar
  28. Leclerc, C., Bourassa, B., Picard, F., & Courcy, F. (2011). Du groupe focalisé à la recherche collaborative: avantages, défis et stratégies. Recherches Qualitatives, 29(3), 145–167. ISSN 1715-8702.Google Scholar
  29. Leijen, Ä., & Kullasepp, K. (2013). All roads lead to Rome: Developmental trajectories of student teachers’ professional and personal identity development. Journal of Constructivist Psychology, 26(2), 104–114. doi: 10.1080/10720537.2013.759023.CrossRefGoogle Scholar
  30. Leite, C., & Fernandes, P. (2002). A avaliação da aprendizagem dos alunos. Novos contextos, novas práticas. Porto: Edições Asa.Google Scholar
  31. Leite, C., & Ramos, K. (2007). Docência Universitária: uma análise de uma experiência de Formação na Universidade do Porto. In M. Cunha (Ed.), Reflexões e práticas em pedagogia Universitária (pp. 27–42). Campinas: Papirus.Google Scholar
  32. Lopes, A. (2013). Formação inicial de profissionais de ajuda e identidades dos formadores: o caso do ensino e da enfermagem. In V. Fartes, T. Caria, & A. Lopes (Eds.), Saber e formação no trabalho profissional relacional (pp. 141–152). Salvador da Bahia: Editora da Universidade Federal da Baia.Google Scholar
  33. Lopes, A., & Pereira, F. (2012). Everyday life and everyday learning; the ways in which pre-service teacher education curriculum can encourage personal dimensions of teacher identity. European Journal of Teacher Education, 35(1), 17–38.CrossRefGoogle Scholar
  34. Lopes, A., Pereira, F., & Sousa, C. (2014a). Internship and teacher education in Portugal in the new millennium. In J. C. Mora & K. Wood (Eds.), Practical knowledge in teacher education: Approaches to teacher internship programmes (pp. 75–89). Oxford: Routledge.Google Scholar
  35. Lopes, A., Boyd, P., Andrew, N., & Pereira, F. (2014b). The research-teaching nexus in nurse and teacher education: Contributions of an ecological approach to academic identities in professional fields. Higher Education, 68(2), 167–183. doi: 10.1007/s10734-013-9700-2.CrossRefGoogle Scholar
  36. Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. New York: Routledge.Google Scholar
  37. Marta, M., Lopes, A., Pereira, F., & Leite, M. (2014). A relevância profissional da formação de professores e enfermeiros no ensino superior: uma análise a partir das identidades dos formadores. Revista Lusófona de Educação, 27, 75–91.Google Scholar
  38. Nóvoa, A. (2014). Educação 2021: para uma história do futuro. Educação, Sociedade & Culturas, 41, 171–185.Google Scholar
  39. Ozay, S. (2012). The dimensions of research in undergraduate learning. Teaching in Higher Education, 17(4), 453–464.CrossRefGoogle Scholar
  40. Perrenoud, P. (1998). L’évaluation des élèves. De la fabrication de l’excellence à la régulation des apprentissages. Bruxelles: De Boeck.Google Scholar
  41. Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27, 191–218. doi: 10.1080/01443410601066693.CrossRefGoogle Scholar
  42. Ramalho, B., Nuñez, I., & Gauthier, C. (2004). Formar o professor profissionalizar o ensino. Porto Alegre: Editora Sulina.Google Scholar
  43. Ryan, M. (2011). Evaluating portfolio use as a tool for assessment and professional development in graduate nursing education. Journal of Professional Nursing, 27(2), 84–91. doi: 10.1016/j.profnurs.2010.09.008.CrossRefGoogle Scholar
  44. Santos Guerra, M. (2006). A arqueologia dos sentimentos: estratégias para uma educação e afetos. Porto: Edições Asa.Google Scholar
  45. Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289–302.CrossRefGoogle Scholar
  46. Tardif, M., Lessard, C., & Gauthier, C. (2000). Formação dos professores e contextos sociais – perspectivas internacionais. Porto: Rés-Editora.Google Scholar
  47. Timoštšuk, I., & Ugaste, A. (2012). The role of emotions in student teachers’ professional identity. European Journal of Teacher Education. doi: 10.1080/02619768.2012.662637.Google Scholar
  48. UNESCO. (2005). Towards knowledge societies. Paris: UNESCO.Google Scholar
  49. Wallace, B. (2011). Assessment of nursing students in practice environments. Mental Health Practice, 15(3), 28–29.Google Scholar
  50. Wood, D. (2009). Challenges to strengthening the teaching and research nexus in the first-year undergraduate curriculum. The International Journal of Learning, 15(12), 111–120.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Amélia Lopes
    • 1
    Email author
  • Fátima Pereira
    • 2
  • Preciosa Fernandes
    • 1
  • Leanete Thomas Dotta
    • 1
  • Rita Sousa
    • 1
  1. 1.FPCEUP-CIIEPortoPortugal
  2. 2.Faculty of Psychology and Educational SciencesUniversity of PortoPortoPortugal

Personalised recommendations