Teacher Evaluation in Maker Training: An Analysis of Teaching Quality Using the SEEQ Instrument.
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Abstract
This study investigated the use of the Students’ Evaluations of Educational Quality (SEEQ) instrument to evaluate the effectiveness of a teacher training program in Maker Education, integrated with the methodology of Didactical Engineering for Teacher Training (EDF). The aim was to understand how SEEQ can contribute to the critical analysis of a formative process for Science teachers from the municipal school system of Fortaleza (Brazil), within the Maker Culture context. The training followed the EDF structure, comprising a priori and a posteriori analyses. Thirty teachers participated, and data were collected through an adapted SEEQ questionnaire, analyzed using descriptive statistics and reliability measures (Cronbach’s Alpha and McDonald’s Omega). The results revealed high initial expectations and positive post-training evaluations, especially in the dimensions of learning, enthusiasm, organization, and interaction. The overall mean increased from 4.23 to 4.32, while the standard deviation decreased significantly (from 0.349 to 0.117), indicating greater homogeneity in responses. The exclusion of items with no variability resulted in a more concise instrument, with still acceptable reliability (α = 0.739; ω = 0.770), albeit less robust. The findings highlight the potential of SEEQ as a diagnostic tool within EDF, while also pointing to limitations in its sensitivity to the diversity of teachers’ perceptions. Future studies should expand the qualitative approach and continue refining evaluation instruments to promote more responsive and context-aware teacher education in innovative learning environments.
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