Perspectivas sobre o processo de ensinoaprendizagem-avaliação numa universidade portuguesa e outra espanhola. (Portuguese)

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    • Alternate Title:
      Perspectives on the teaching -learning - assessment process in a Portuguese and a Spanish university. (English)
      Perspectivas sobre el proceso de enseñanza - aprendizaje - evaluación en una Universidad portuguesa y otra española. (Spanish)
    • Abstract:
      This article is the result of an investigation in higher education to identify factors of convergence and divergence of pedagogical practices for the understanding of the students' learning evaluation process at the University of Évora (Portugal) and the University of Castilla-La Mancha (Spain). The research methodology was framed on an interpretative paradigm through a mixed approach whose participants were the students and teachers of the teacher education courses. Data were collected through interviews with teachers, a questionnaire to students, and the analysis of institutional documents. The results reveal a strong relationship between the two universities, but with some relevant differences in the assessment dimension. The results reveal a strong relationship between pedagogical practices, in both universities, but with some relevant differences in the evaluative dimension. [ABSTRACT FROM AUTHOR]
    • Abstract:
      El artículo que se presenta es un estudio para identificar los factores de convergencia y de divergencia en la práctica pedagógica con el fin de comprender el proceso de evaluación de los aprendizajes en la Universidad de Évora (Portugal) y en la Universidad de Castilla-La Mancha (España). Se empleó una metodología mixta desde un paradigma interpretativo con la participación de estudiantes y docentes de los grados de Educación Primaria. Los datos fueron recogidos mediate entrevistas a los docentes, un cuestionario a los estudiantes y el análisis de documentos institucionales. Los resultados indican una fuerte relación entre las prácticas pedagógicas, en ambas universidades, detectándose algunas diferencias relevantes en la dimensión evaluativa. [ABSTRACT FROM AUTHOR]
    • Abstract:
      O artigo retrata um estudo que procurou a identificação de fatores de convergência e divergência de práticas pedagógicas para a compreensão do processo de avaliação das aprendizagens dos alunos na Universidade de Évora (Portugal) e na Universidade de Castilla-La Mancha (Espanha). A metodologia de investigação enquadrou-se no paradigma interpretativo através de uma abordagem mista cujos participantes foram os estudantes e os docentes dos cursos de formação de professores. Os dados foram recolhidos através de entrevistas aos docentes, um questionário aos estudantes e a análise de documentos institucionais. Os resultados revelam uma forte relação entre as práticas pedagógicas, nas duas universidades, mas com algumas diferenças relevantes na dimensão avaliativa. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)