<?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>S0103-68312023000100400</article-id>
<article-id pub-id-type="doi">10.18222/eae.v34.10106</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FAZ DIFERENÇA? AVALIANDO A FORMAÇÃO CONTINUADA]]></article-title>
<article-title xml:lang="es"><![CDATA[HACE DIFERENCIA? LA EVALUACIÓN DE LA FORMACIÓN CONTÍNUA]]></article-title>
<article-title xml:lang="en"><![CDATA[DOES IT MAKE A DIFFERENCE? EVALUATING PROFESSIONAL DEVELOPMENT]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GUSKEY]]></surname>
<given-names><![CDATA[THOMAS R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Kentucky  ]]></institution>
<addr-line><![CDATA[Lexington Kentucky]]></addr-line>
<country>Estados Unidos</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312023000100400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312023000100400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312023000100400&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, Thomas R. Guskey apresenta uma proposta para avaliar a formação continuada docente. Trata-se de temática relevante para o contexto brasileiro, onde são implementadas diversas iniciativas desse tipo, as quais raramente são avaliadas. A proposta de Guskey - objeto do livro Evaluating professional development - contempla cinco níveis que avaliam: a reação dos participantes; a aprendizagem dos participantes; o apoio e mudança institucional; o uso de novos conhecimentos e habilidades pelos participantes; e os resultados de aprendizagem dos estudantes. Para o autor, é importante iniciar a formação continuada com uma nítida definição dos objetivos pretendidos, sendo possível obter boas evidências sobre suas contribuições por meio da coleta e análise de informações em cada um dos níveis da avaliação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo, Thomas R. Guskey presenta una propuesta para evaluar la formación contínua docente. Se trata de una temática relevante para el contexto brasileño, en lo que se implementan diversas iniciativas de este tipo, que raramente se evalúan. La propuesta de Guskey - objeto del libro Evaluating professional development - abrange cinco niveles que evalúan: la reacción de los participantes; el aprendizaje de los estudiantes; el apoyo y el cambio institucional; el uso de nuevos conocimientos y habilidades por los estudiantes; y los resultados de aprendizaje de los participantes. Para el autor, es importante iniciar la formación contínua con una nítida definición de los objetivos pretendidos, siendo posible obtener buenas evidencias sobre sus aportes por medio de la recolección y el análisis de información en cada uno de los niveles de la evaluación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this article, Thomas R. Guskey presents a proposal to evaluate teacher professional development. This topic is relevant to the Brazilian context where several initiatives of this type are implemented, and are rarely evaluated. Guskey&#8217;s proposal, the object of the book Evaluating professional development, addresses five evaluation levels: participants&#8217; reaction; participants&#8217; learning; organization support and change; participants&#8217; use of new knowledge and skills; and, students&#8217; learning outcomes. For the author, it is important to start professional development with a clear definition of the intended goals, making it possible to obtain good evidence about its contributions through the collection and analysis of information at each of the evaluation levels.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO CONTINUADA]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO]]></kwd>
<kwd lng="es"><![CDATA[PROFESORES]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN CONTÍNUA]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN]]></kwd>
<kwd lng="en"><![CDATA[TEACHERS]]></kwd>
<kwd lng="en"><![CDATA[PROFESSIONAL DEVELOPMENT]]></kwd>
<kwd lng="en"><![CDATA[EVALUATION]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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