The learning journal as a self-assessment tool in initial teacher education

Authors

DOI:

https://doi.org/10.4013/cld.2024.215.04

Keywords:

Learning assessment, Discursive genres, Integral teacher training

Abstract

Based on the experiences built in the Fundamentals and Methodology in Portuguese Language discipline of the Pedagogy course at the Instituto Federal Catarinense, this article aims to analyze the relationship between the learning journal and self-assessment in initial teacher education. As the object of analysis, three pages of journals, constructed in 2021 and 2022 by students of the mentioned course, are presented. Throughout the investigation, there was a intersecting between materialities (documentary research) and theoretical framework (bibliographical research), with theoretical-analytical sections subsidized by authors who explore the textual genre of learning journal, as well as the notions of assessment and self-assessment. Thus, it was possible to understand that the textual genre of learning journal, by providing a break with the predetermined aspects of the academic environment, enhances self-assessment actions in initial teacher education. Through this practice, the school experience of each student is brought into play, using rescues from the past to dialogue with the present in order to build new possibilities for becoming a teacher in the near future.

Author Biography

Juliene Marques Bogo, Instituto Federal de Santa Catarina

Professora EBTT do Instituto Federal de Educação Ciência e Tecnologia Catarinense (IFC, Campus Blumenau). Doutora em Ciências da Linguagem pela Universidade do Sul de Santa Catarina (Unisul). Mestra em Ciências da Linguagem (Unisul). Especialista em Língua Portuguesa pela Faculdade Capivari (Fucap) e em Ensino de Língua Espanhola pela Faculdade Única de Ipatinga (Única). Graduada em Licenciatura em Letras: Português e Espanhol (Unisul) e em Pedagogia (Uninter). 

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Published

2024-12-30

How to Cite

Marques Bogo, J. (2024). The learning journal as a self-assessment tool in initial teacher education. Calidoscópio, 22(2), 326–340. https://doi.org/10.4013/cld.2024.215.04

Issue

Vol. 22 No. 2 (2024): Número Atemático (v. 22, n. 2 - 2024, jul-dez)

Section

Articles

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