Abstract
Considering the incessant and turbulent social changes that permeate today's society, teacher training stands out as a vital path for updating and improving the professionals responsible for teaching and educating. Thus, the objective of teacher training is not limited to the discourses and epistemological bases that support teacher preparation but expands to foster a deep reflection on educational practice and equip professionals with the essential skills to align the profile of the citizen we educate with emerging social demands. Therefore, it becomes imperative to evaluate the results of training programs and actions aimed at teachers, to uncover the consequences of these initiatives and, thus, verify the real effectiveness of training programs aimed at teachers. In this scenario, the importance of evaluating training programs explodes in relevance, revealing itself as a crucial element in the incessant search for educational quality. This document aims to highlight, in a vibrant way, the urgent need to evaluate evaluation levels, identify the appropriate moments for each evaluation modality, and determine the instruments for collecting information. The analysis of the agents involved in this evaluation process will be addressed with intensity, highlighting how these aspects interconnect to create a robust and impactful feedback cycle, aiming to reveal the magnitude of the importance of continuous evaluation in improving teacher training and adapting to constantly changing social dynamics.
Published Version
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