Construction of a benchmark for performance evaluation of language students in pedagogical training: problems and challenges
DOI:
https://doi.org/10.34630/sensos-e.v4i1.2257Keywords:
referencial de avaliação, avaliação de desempenho, estágio pedagógico, formação inicial de professores, ensino de línguasAbstract
The purpose of this paper is to describe the process undertaken (incorporating both theoretical and methodological perspectives) in the construction of a unified set of descriptors intended for the assessment of student teachers of pre-service masters degrees in the teaching of Portuguese as a foreign language and other modern languages at the Faculty of Arts and Humanities of the University of Porto (FLUP). This assessment document covers the proficiency and performance of student-teachers during their practicum and delimits the professional profile of future teachers of modern languages. In 2015, a group consisting of teachers and researchers from FLUP, in collaboration with school mentors, started the process of constructing a unified assessment document for use in the training of teachers of modern languages. This process developed through various stages, including the piloting of the document by several school mentors, FLUP supervisors and other faculty staff involved in initial teacher education. This article highlights the difficulties and challenges encountered at each stage in the development of this document; in addition, explicit reference is made to the theoretical foundations supporting the decisions made.
