Institutional evaluation and educational quality in the initial teacher education in Portugal

• Autor(a) principal: Sousa-Pereira, Fátima
• Data de Publicação: 2016
• Outros Autores: Leite, Carlinda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos em Avaliação Educacional
• Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/3889
• topic: Avaliação Institucional; Qualidade da Educação; Formação de Professores; Políticas Educacionais; Institutional Evaluation; Educational Quality; Initial Teacher Education; Educational Policies; Evaluación Institucional; Calidad de la Educación; Formación de Profesores; Políticas Educacionales

Political changes introduced in Portugal by the Bologna Process accentuated the complexity of the challenges in higher education and teachers’ initial training. The commitment assumed for the creation of the European Space for Higher Education justified the reliance on comparable criteria to guarantee quality (SANTOS, 2011) and the introduction of procedures to promote improvement. The article analyzes the role of institutional evaluation in guaranteeing the desired quality. Therefore, we used either the data from the Portuguese legislation, or other documents, to place it in the transnational context. The opinions of professors directly involved in the organization of courses for the initial teacher education, obtained using a questionnaire, were also used. Analysis of these data allowed the conclusion that there is a relationship between evaluation and the improvement of the training offered to students, the future teachers.