SUPERVISE TEACHING EDUCATION EVALUATION IN THE HIGHER INSTITUTE OF MAIA

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Abstract

The present study was developed starting through the lived and experienced practice, at the supervised teaching practice level (intership) of the Higher Institute of Maia (ISMAI). Learning, in a constructivist perspective, can be understood as an education consequence, or as a process of individual and social construction, that emerges from the interaction between the ideas of those who learn and the contextual reality of the process where learning occurs. Regarding the teacher education, the reflective capacity, the training competence and the social integration are the qualities that define a reflective professional (SCHÖN, 1983, 1987). If we aim at a teaching with quality, that does not depend upon the individual abnegation of exceptional people, we need to transform the teachers professional culture into a new culture, which permits reflection and the discussion of the principles that sustain practice (ALBUQUERQUE, GRAÇA and JANUÁRIO, 2005). It is in this agenda that teacher education must be understood. And that training must be evaluated, because evaluation is inherent to that process itself.