Self-assessment as a formative and participatory tool in the Graduate Program in Teacher Education at the State University of Paraíba
DOI:
https://doi.org/10.5212/PraxEduc.v.20.25504.093Abstract
This study analyzes data from the self-assessment conducted in the Graduate Program in Teacher Education at the State University of Paraíba, highlighting its role as a formative and participatory tool for improving program quality. Questionnaires were administered through Google Forms to gather students’ perceptions of the program’s quality dimensions. The results reveal socioeconomic challenges such as the lack of scholarships and work overload, as well as the absence of institutional policies—such as paid leave for professional development—which hinder full dedication to the Master’s program. On the positive side, responses related to infrastructure and curriculum organization stand out, including the adequacy of course syllabi and interdisciplinarity. The study concludes that participatory self-assessment can foster improvements in the program, provided it is integrated with funding policies, curriculum review, and stronger dialogue with Basic Education networks, aiming toward a more inclusive professional graduate program aligned with teachers’ real needs.
Keywords: Self-assessment. Teacher education. Graduate program quality.
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