Resumo

BOAS, FERNANDA LITVIN VILLAS; MARTINS, LEILA CHALUB  e  SOARES NETO, JOAQUIM JOSÉ. CONTRIBUTIONS FROM THEORY-DRIVEN EVALUATION TO THE EVALUATION OF PIBID. Est. Aval. Educ. [online]. 2019, vol.30, n.73, pp.70-102.  Epub 16-Jul-2019. ISSN 1984-932X.  https://doi.org/10.18222/eae.v30i73.5852.

The present article aims to discuss the process of formulation and implementation of the Institutional Teacher Initiation Scholarship Program (Pibid) using the theoretical-methodological framework of Theory-Driven Evaluation (TDE), which proposes to evaluate a program based on its defining theory. The Pibid is a Federal Government program that aims to improve initial teacher education by introducing teacher licensure students into public schools’ daily activities since their early stages in college. In order to outline the program’s action and change models as suggested by TDE, we used qualitative methodology and conducted a discussion of data based on content analysis. The action model demonstrates the articulation between partner institutions and the program’s actors, who are mobilized by incentive instruments, which resulted in an effective change model. We found that Pibid acts on the right determinants, thus causing significant change in the initial teacher education process. Our analysis of the program’s model shows that Pibid affects positively the initial teacher education process.

Palavras-chave : PROGRAM EVALUATION; INITIAL TEACHER EDUCATION; THEORY-DRIVEN EVALUATION; PIBID.

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