| Abstrakt: |
The paper argues for a wider presence of evaluation in the training of future teachers. The argumentation relies on an analysis of the evaluation theory and its impact on the quality of teaching. The milestones are presented, along with Donna Merten's division of evaluation theory into four types: postpositivist, constructivist, transformative and pragmatic. Instead of showing a linear vision of evaluation development, the author proposes a heterodox approach, as suggested by Henryk Mizerek. Next, the paper discusses the evaluation status of the trans-discipline. The second part proposes a review of research on the impact of evaluation on the quality of teaching and learning, including a discussion of limitations in available data and reviews. The last section focuses on evaluation at the micro level: schools, teams, and individual teachers. The author concludes that theoretical development and internal differentiation in evaluation, together with the proven influence on the quality of teaching and learning, bring arguments to strengthen the presence of evaluation in teacher education curricula. In particular, self-evaluation, with its ability to improve self-reflexivity, needs more attention. [ABSTRACT FROM AUTHOR] |
