Self-assessment: observing and analyzing the teaching practice
DOI:
https://doi.org/10.18222/eae.v31i76.7010Keywords:
Teaching and Learning Processes, Teaching Practice, Self-Assessment, Higher EducationAbstract
Teachers’ activities involve, among others, analyzing, assessing, reflecting on and improving their own classroom practice. Self-assessment may contribute to teaching and learning processes, as well as to personal development. This study presents the results of reflection about two classes where the SATS (Self-Assessment of Teaching Statement) model was applied. The use of the SATS tool was qualitatively analyzed based on the recording of two different classes at two distinct Higher Education Institutions, thus giving rise to metatexts. Based on these, the study describes the “Warm-Up”, i.e., the class’ introductory stage in which students are prepared for the day’s learning; and the “Classroom Development” itself, with particular attention to the following characteristics: teacher-student interaction, didactic strategies, timing, and the real contexts used. The results indicate the possibilities of reflection enabled by the tool on and in pedagogical practice.
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