Resumo

MOTA, DIEGO; MESQUITA, SILVANA SOARES DE ARAÚJO  e  CAMPOS, PEDRO HUMBERTO FARIA. GUIDELINES FOR TRAINING ASSESSMENT AMONG BIOLOGY TEACHERS. Est. Aval. Educ. [online]. 2023, vol.34, e10472.  Epub 29-Dez-2023. ISSN 1984-932X.  https://doi.org/10.18222/eae.v34.10472.

The present study aims to investigate the knowledge that indicates training assessment in the discourses produced by biology teachers about their school practices. Grounded in the theory of social representations, the study focuses on the narratives of six teachers from an educational institution, based on the idea that they are carrying out a mediating assessment process. From the analysis of the representational anchors emerging in the interviews, it was possible to highlight some epistemic marks of the consensual field of knowledge of these teachers. These factors are anchored in the relational elements of didactics and the metaphor of “liberation”, in reference to a reflexive view of the biology curriculum, as well as their individual experiences throughout their professional development.

Palavras-chave : LEARNING ASSESSMENT; SCIENCE TEACHING; TEACHING PRACTICE; SOCIAL REPRESENTATION.

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