<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312018000100134</article-id>
<article-id pub-id-type="doi">10.18222/eae.v0ix.4365</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação da aprendizagem profissional no estágio supervisionado: estudo exploratório na educação infantil]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación del aprendizaje profesional en el prácticum supervisado: estudio exploratorio en la educación infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment of professional learning in supervised practicum: exploratory study in early childhood education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Sara Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antunes]]></surname>
<given-names><![CDATA[Ana Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico do Porto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade da Madeira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>29</volume>
<numero>70</numero>
<fpage>134</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312018000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312018000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312018000100134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente estudo visa analisar processos de avalia&#231;&#227;o da aprendizagem profissional na forma&#231;&#227;o pr&#225;tica, considerando o perfil espec&#237;fico de desempenho docente na educa&#231;&#227;o infantil. Trata-se de um estudo explorat&#243;rio em que participaram estudantes que frequentaram a componente de est&#225;gio de um mestrado de natureza profissionalizante em contexto portugu&#234;s. Os dados foram recolhidos atrav&#233;s de um instrumento de avalia&#231;&#227;o composto por 25 dimens&#245;es organizadas em quatro dom&#237;nios (Observa&#231;&#227;o, Planifica&#231;&#227;o, A&#231;&#227;o e Reflex&#227;o), aplicado em dois momentos: avalia&#231;&#227;o reguladora e avalia&#231;&#227;o final. Os resultados evidenciaram evolu&#231;&#227;o positiva e estatisticamente significativa em 21 das 25 dimens&#245;es analisadas, entre os dois momentos de avalia&#231;&#227;o. Os dados permitem retirar ila&#231;&#245;es acerca de percursos de aprendizagem de compet&#234;ncias profissionais e das potencialidades de uma abordagem aut&#234;ntica e coparticipada na avalia&#231;&#227;o da forma&#231;&#227;o pr&#225;tica e na compreens&#227;o end&#243;gena dos processos formativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio tiene el prop&#243;sito de analizar procesos de evaluaci&#243;n del aprendizaje profesional en la formaci&#243;n pr&#225;ctica, considerando el perfil espec&#237;fico de desempe&#241;o docente en la educaci&#243;n infantil. Se trata de un estudio exploratorio en el que participaron estudiantes que frecuentaron el pr&#225;cticum de una maestr&#237;a de formaci&#243;n profesional en contexto portugu&#233;s. Los datos se recogieron a trav&#233;s de un instrumento de evaluaci&#243;n compuesto por 25 dimensiones organizadas en cuatro dominios (Observaci&#243;n, Planificaci&#243;n, Acci&#243;n y Reflexi&#243;n), aplicado en dos momentos: evaluaci&#243;n reguladora y evaluaci&#243;n final. Los resultados pusieron de manifiesto una evoluci&#243;n positiva y estad&#237;sticamente significativa en 21 de las 25 dimensiones analizadas, entre los dos momentos de evaluaci&#243;n. Los datos permiten retirar ilaciones acerca de recorridos de aprendizaje de competencias profesionales y de las potencialidades de un abordaje aut&#233;ntico con coparticipaci&#243;n en la evaluaci&#243;n de la formaci&#243;n pr&#225;ctica y en la comprensi&#243;n end&#243;gena de los procesos formativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to analyze professional learning assessment procedures considering the specific teaching performance profile in early childhood education. A cohort of Portuguese students involved in a practicum in early childhood education, at a master level, participated in this exploratory study. Data were collected using an assessment instrument composed of 25 dimensions organized in four domains (Observation, Planning, Action and Reflection), applied at two different instances: regulatory assessment and final assessment. The results showed a statistically significant and positive evolution in 21 of the 25 dimensions examined, between the two instances of assessment. Data allow conclusions to be drawn regarding the learning of professional skills, and the potentialities of an authentic and co-participative approach in the assessment of practical training and in the endogenous understanding of training processes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação da Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Estágio Supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="es"><![CDATA[Evaluación del Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional]]></kwd>
<kwd lng="es"><![CDATA[Prácticum Supervisado]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="en"><![CDATA[Learning Assessment]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="en"><![CDATA[Supervised Practicum]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang="en"><![CDATA[Decreto-lei n. 241/2001, de 30 de agosto. Aprova os perfis específicos de desempenho profissional do educador de infância e do professor do 1º ciclo do ensino básico.]]></article-title>
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<surname><![CDATA[WEI]]></surname>
<given-names><![CDATA[Ruth Chung]]></given-names>
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<article-title xml:lang="en"><![CDATA[Teacher assessment and the quest for teacher quality: a handbook.]]></article-title>
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<source><![CDATA[Assessment for learning in preservice teacher education: performance-based assessments]]></source>
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<page-range>60-103</page-range><publisher-loc><![CDATA[San Francisco ]]></publisher-loc>
<publisher-name><![CDATA[Jossey Bass]]></publisher-name>
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<article-title xml:lang="en"><![CDATA[A true test: toward more authentic and equitable assessment]]></article-title>
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