Habilidades de avaliação autopercebidas e prioridades de aprendizagem profissional de professores de ciências secundárias filipinos em ensino flexível
DOI:
https://doi.org/10.48017/dj.v9i2.2766Palavras-chave:
habilidades de avaliação autopercebidas, prioridades de aprendizagem profissional, prioridades de aprendizagem profissionalfornecimento flexível de instruçõesResumo
Enquanto processo dependente do contexto, o papel da avaliação na prática de ensino flexível durante o ataque da pandemia da COVID-19 abriu caminho para repensar as práticas de avaliação dos professores que respondam às exigências do contexto. Isto forçou ainda mais os professores a capacitarem-se com as novas plataformas para avaliar a aprendizagem e o envolvimento dos alunos. Este estudo descritivo quantitativo utilizando pesquisas multidimensionais teve como objetivo delinear as habilidades de avaliação percebidas de 513 professores de ciências filipinos e as prioridades e preferências de aprendizagem profissional nas áreas de avaliação na entrega flexível de instrução durante o ataque da pandemia de COVID-19. Os resultados revelaram que eles geralmente se percebiam como proficientes em todas as competências e responsabilidades de avaliação pesquisadas, tendo a base da avaliação lidando com a natureza tradicional das estratégias de avaliação e seus propósitos, como a área em que são mais qualificados. Em relação às prioridades de aprendizagem profissional em avaliação, deduziram um interesse moderado em integrar e comunicar práticas de avaliação e alinhar teorias, princípios e práticas de avaliação atuais. Isto implica ainda que eles tenham interesse não só em aprender as abordagens contemporâneas da avaliação, mas também as tarefas e responsabilidades tradicionais a ela associadas. Na realização de atividades de aprendizagem profissional, as atividades de desenvolvimento profissional presenciais ainda são a modalidade preferida.
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