Assessment of the supervised practicum: evolutive profiles in thetraining of early childhood teachers

Abstract

This study focuses on the assessment of professional learning in supervised practicum, while relying onan authentic and participatory approach to assessment. More specifically, it intends to analyse the evolution of prospective early childhood teachers concerning their learning in core domains of the specific professional profile. Forty one students from a Master in Pre-School Education in the academic years of 2012-13 and 2013-14 participated in this study. Data were collected through the assessment grid on the processes of development in supervised pedagogical practice, comprising four domains (observation, planning, action and reflection) in two different moments: regulatory assessment and final assessment. Analyses point to statistically significant differences between the two moments, showing evolution of students. Data allow to draw some considerations about evolutive pathways of students regarding core domains of professional learning, and about the perceived effectiveness of education/training processes.