Teachers' training course assessment in the context of Distance Education

Abstract:

This study presents an evaluation of the undergraduate distance learning Pedagogy Course, offered by Universidade Federal do Paraná (UFPR), the Federal University of Paraná, from the perspective of the protagonists. The Course is held in a partnership between UFPR and the Open University of Brazil. This survey sought to study four categories: tasks-activities, teaching materials, the UFPR, the Polo and the place of students' studies infrastructure; also tutoring, from the beginning of work in six classes. The purpose of this evaluative-diagnostic practice regarding a teacher training course was to rethink new educational referrals related to the Virtual Learning Environment Platforms communication technologies system, interactive media, printed materials as well as those used in classroom learning. Anchored in research action assumptions and based on the data analysis, this search sought to meet the demands in understanding the assessment of teaching and learning in the context of Distance Education, with a view to formative assessment, since the results obtained during the investigation became, continuously, objects of study, action and reflection.

Keywords:
teachers' training distance learning; diagnostic-formative assessment; assessment practices in Distance Education