Análise Qualitativa aos Cursos de Formação Inicial em Educação Física e Desporto, via ensino, em Portugal: Estudo Centrado nos Planos de Estudos, Programas Curriculares e Conteúdos das Disciplinas de Avaliação Pedagógica
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2010
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O objectivo deste trabalho foi analisar os planos de estudo de todos os estabelecimentos de Ensino Superior de Educação Física e Desporto em Portugal, com formação via ensino, com o intuito de verificar se possuem disciplinas ou conteúdos programáticos relacionados com a temática da avaliação. Foi nosso propósito identificar de que forma se ensinam estratégias e metodologias de avaliação, nesses cursos, de modo a que os futuros professores vejam contemplada, na sua formação inicial, a aquisição de competências para avaliar. Somos de opinião que a avaliação se reveste de demasiada importância para que não seja considerada na formação de futuros professores. A amostra constituiu-se pelo conjunto de programas, dos planos de estudo, dos cursos via ensino em Educação Física e Desporto de todas as Universidades (públicas e privadas) e Escolas Superiores de Educação (Institutos Politécnicos) existentes em Portugal, perfazendo um total de 29 instituições. O retorno da parte experimental foi de 100%. Os referidos programas foram alvo de análise de conteúdo, relativamente aos seus conteúdos programáticos, com o objectivo de identificar matérias relacionadas com a avaliação. Para o tratamento da informação foi realizada uma análise estatística descritiva e de conteúdo, através do programa NVivo7. Das instituições analisadas, onze eram Escolas Superiores de Educação (37,9%); em igual número Instituições Privadas; e sete Universidades Públicas (24,2%). Verificou-se que uma média de 4,4 disciplinas por instituição possuía conteúdos programáticos relacionados com a avaliação. Saliente-se que este número corresponde a 127 disciplinas das 1259 patenteadas na amostra, ou seja, apenas cerca de 10% das disciplinas analisadas desenvolvem matérias que promovem o saber avaliar. Em relação às disciplinas que se centram, exclusivamente, na temática da avaliação, este valor apresenta-se praticamente incipiente – 0,4% de todas as disciplinas existentes. À data da recolha dos dados para a concretização deste estudo, verificou-se que existem, somente, seis disciplinas, que visam, em primeira instância, o ensino da avaliação das aprendizagens. Neste ponto, as Universidades Públicas têm valores de amostragem bem acima das Escolas Superiores de Educação, mas ligeiramente aquém das Instituições Privadas. Os dados sugerem que há divergência nos modelos de formação inicial de professores de Educação Física a nível Nacional, tanto no conteúdo, como na forma. No entanto, há mecanismos semelhantes de formação com padrões bem definidos, de acordo com cada tipo de instituição. Também não há evidências de consenso nos conteúdos abordados entre as instituições, havendo uma grande discrepância na terminologia da designação das disciplinas em cada instituição. Denota-se alguma variedade e heterogeneidade em relação à existência de regras ou exigências internas comuns a todas as disciplinas e docentes, não havendo uma estrutura uniforme entre os planos de estudo e programas curriculares. Em conclusão, poderíamos afirmar que há necessidade de repensar alguns domínios de formação de professores, nomeadamente, o da avaliação, dada a inexistência de disciplinas sobre avaliação e a importância, cada vez maior, atribuída a esta temática. Julgamos ser importante que os futuros professores tenham, na sua formação inicial, mais disciplinas ou matérias, que desenvolvam competências para avaliar, pois este é um aspecto fundamental em todo o processo de ensino e de aprendizagem, ao longo da carreira docente. Para tal, é vital que haja mais disciplinas que ensinem a avaliar. Torna-se indispensável perceber a importância que reveste a avaliação e a sua relação com a prática pedagógica, tanto a nível da eficácia do ensino, como ao nível do sucesso na aprendizagem. Somos de opinião que, quanto melhor for a formação sobre avaliação, maior será o sucesso dos alunos, o que conduz, indubitavelmente, a uma melhoria do ensino.
The main objective of this study was to analyze the study plans/curricula of all Graduate Schools for Physical Education and Sports in Portugal, with majors in teaching, in order to determine if courses or syllabus contents existed, related to the theme of evaluation. It was our main purpose to identify the way in which evaluation strategies and methodologies are taught in these courses, in order that future teachers may see recognized, in their basic training, the acquisition of evaluation skills. It is our opinion that evaluation is an issue of too greater importance to be neglected in the learning of future teachers. Sampling was comprised of the set of curricula and course plans of the degrees in Physical Education and Sport, with majors in teaching, of all Universities (private and stately) and Polytechnic Institutes (Graduate Schools) in Portugal, in a total of 29 teaching institutions. The return data from the test statistic was 100%. The aforementioned curricula were analyzed in terms of contents, course subjects and themes, in order to determine the occurrence of evaluation related topics. The gathered data underwent a contents and descriptive statistics analysis, computed with NVivo7 software. Eleven (37. 9%) of the analyzed Institutions were Polytechnic Universities/Institutes (Graduate Schools), the same number of Private Colleges and seven others (24.2%) were Public (State) Universities. Results show that an average 4.4 courses per institution did, in fact, have syllabuses and/or syllabus contents related to evaluation. It is noteworthy that this number corresponds to 127 courses of the 1259 observed in the sample, that is, only roughly 10% of the analyzed courses contemplate subjects that promote the how to evaluate issue. On what concerns courses that deal exclusively with the subject of evaluation, the outcome is virtually inconsequential – 0.4% of all the existing courses. At the time of the gathering of data for the present study, it was observed that there are only six courses dealing primarily with the teaching of evaluation skills. On what concerns this subject, Public (State) Universities show much higher sampling results than Polytechnic Universities/Institutes. These results, however, are slightly lower than those of Private Institutions. Data suggest that the models of initial training of Physical Education teachers diverge nationwide, both in contents and in form. However, there are educational mechanisms with well-defined patterns, according to each Institution. There is also no evidence of consensus between the Institutions, concerning the contents taught. Moreover, there is a great discrepancy in the terminology used to name the courses in each Institution. There is also some variety and heterogeneity, relating the prevalence of rules or internal demands, common to all courses and faculty professors. Furthermore, there is no standardized structure for study plans, syllabuses or course curricula. As a conclusion, we can state that the need for rethinking some domains of teacher training exists, especially the subject of Evaluation, given both the inexistence of courses dealing with the subject, and the growing importance credited to this matter. We think it is important that future teachers have, in their initial training, more courses or subjects that may develop evaluation skills, because this is a fundamental aspect in all of the teaching and learning process, throughout one’s teaching career. In order to achieve this, it is crucial that more courses may exist with the purpose of teaching how to evaluate. It is vital to understand the importance underlying the subject of evaluation, and its relation to the pedagogical practice, both in terms of teaching proficiency, as well as learning success. In our opinion, the better the training in evaluation, the better the students’ success and this undoubtedly leads to better teaching.
The main objective of this study was to analyze the study plans/curricula of all Graduate Schools for Physical Education and Sports in Portugal, with majors in teaching, in order to determine if courses or syllabus contents existed, related to the theme of evaluation. It was our main purpose to identify the way in which evaluation strategies and methodologies are taught in these courses, in order that future teachers may see recognized, in their basic training, the acquisition of evaluation skills. It is our opinion that evaluation is an issue of too greater importance to be neglected in the learning of future teachers. Sampling was comprised of the set of curricula and course plans of the degrees in Physical Education and Sport, with majors in teaching, of all Universities (private and stately) and Polytechnic Institutes (Graduate Schools) in Portugal, in a total of 29 teaching institutions. The return data from the test statistic was 100%. The aforementioned curricula were analyzed in terms of contents, course subjects and themes, in order to determine the occurrence of evaluation related topics. The gathered data underwent a contents and descriptive statistics analysis, computed with NVivo7 software. Eleven (37. 9%) of the analyzed Institutions were Polytechnic Universities/Institutes (Graduate Schools), the same number of Private Colleges and seven others (24.2%) were Public (State) Universities. Results show that an average 4.4 courses per institution did, in fact, have syllabuses and/or syllabus contents related to evaluation. It is noteworthy that this number corresponds to 127 courses of the 1259 observed in the sample, that is, only roughly 10% of the analyzed courses contemplate subjects that promote the how to evaluate issue. On what concerns courses that deal exclusively with the subject of evaluation, the outcome is virtually inconsequential – 0.4% of all the existing courses. At the time of the gathering of data for the present study, it was observed that there are only six courses dealing primarily with the teaching of evaluation skills. On what concerns this subject, Public (State) Universities show much higher sampling results than Polytechnic Universities/Institutes. These results, however, are slightly lower than those of Private Institutions. Data suggest that the models of initial training of Physical Education teachers diverge nationwide, both in contents and in form. However, there are educational mechanisms with well-defined patterns, according to each Institution. There is also no evidence of consensus between the Institutions, concerning the contents taught. Moreover, there is a great discrepancy in the terminology used to name the courses in each Institution. There is also some variety and heterogeneity, relating the prevalence of rules or internal demands, common to all courses and faculty professors. Furthermore, there is no standardized structure for study plans, syllabuses or course curricula. As a conclusion, we can state that the need for rethinking some domains of teacher training exists, especially the subject of Evaluation, given both the inexistence of courses dealing with the subject, and the growing importance credited to this matter. We think it is important that future teachers have, in their initial training, more courses or subjects that may develop evaluation skills, because this is a fundamental aspect in all of the teaching and learning process, throughout one’s teaching career. In order to achieve this, it is crucial that more courses may exist with the purpose of teaching how to evaluate. It is vital to understand the importance underlying the subject of evaluation, and its relation to the pedagogical practice, both in terms of teaching proficiency, as well as learning success. In our opinion, the better the training in evaluation, the better the students’ success and this undoubtedly leads to better teaching.
Descrição
Tese de Doutoramento em Ciências da Educação Física
Palavras-chave
Alunos , Aprendizagem , Avaliação , Competências , Conteúdos Programáticos , Currículo , Desempenho , Educação Física e Desporto , Ensino , Formação Inicial , Programas