Currently, the initial training of teachers in the portuguese primary schools, that is, the initial training of teachers who will teach the first four years of Portuguese schooling, suffer significant changes in curricular and pedagogical aspects, with consequences for the assessment of learning of future teachers. Given the importance of the training in the formation of these future teachers, was our intention to understand the assessment practice of teacher in training learning through speech of the supervisor from the University of Tras-os-Montes e Alto Douro (Portugal). This study was part of a broader research on learning evaluation practices reported by teachers who form these professionals for teaching in that cycle of portuguese basic education. Having reached the supervisor discourse through a semi-structured interview, the results allowed us in the Portuguese context, to conclude that it conducts a practice of formative assessment and formative of learning, realized by defining and informing future teachers of evaluation criteria the different training tasks, the use of several tools to collect information by continuous feedback given to the teachers in training and for the monitoring and individualized guidance to the practice teaching of each future teacher.
Key words:
Initial Teacher Training; Training; Learning assessment