Educational Approaches in Teacher Training regarding pedagogical assessment

Abstract

The relevance of a -pre-professional exercise based on the intertwining of knowledge and skills goes beyond what has been taught in the classroom and raises major challenges for teacher training and professional development methods in an internship context. In this context, research data arising from the application of a questionnaire survey to future teachers on pedagogical assessment will be presented – one of the axes of professional development identified by interns, supervisors, and the supervisory team – whose opportunity allowed for reflection/ action in the development of supervised teaching practice in teacher training master’s courses. The main results show that most students have already used assessment methodologies that allow assessing understanding, an important skill for the 21st century and the current context, although they use less those that allow reflection.