The importance of teacher training in educational evaluation

Undoubtedly, a solid and updated initial and continuous training of teachers is one of the determining factors in the improvement of pedagogical processes to achieve the so-called and ethereal quality of education, especially that referring to the training processes developed daily in the classroom. The commitment to the quality of education is a priority interest as a possibility to mark the development of the countries and a recurring discourse of the educational authorities that represent the State.

Teacher training is a complex process that can not be understood in isolation, because a number of factors determine, regulate and articulate. In this historical context, teacher training has not been a relevant policy in the country, let alone training in educational evaluation and related topics. Many good intentions, much apparent concern and a speech that highlights the importance of teaching and its ongoing training, but few concrete actions in terms of teacher training, although progress and efforts are observed, the allocation is still low and timid of resources in government budgets; In addition, the policy of teacher training is imprecise and disjointed

Today more than ever, issues related to evaluation are fashionable, there is much talk about evaluation, especially that of students, but there is still more work to be done to transform their practices because, "although the importance of evaluation for the improvement of the teaching process, the truth is that the practices on evaluation are repeated almost mechanically "(Santos Guerra, 1999, p.378).

 

It can be said that continuous training, training, updating and teaching improvement in evaluation is scarce, there are few spaces offered to study specifically the educational evaluation. On the other hand, progress is made in the epistemological consolidation of educational evaluation for its resignification from concepts, principles, purpose and eminently formative characteristics. In some cases, the regulations express epistemological positions that direct their application and also recycle pedagogical discourses.

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