Resumo

SANTOS, Natalie Nóbrega  e  MONTEIRO, Vera. Pre-service primary teachers’ beliefs about learning, assessment, and grade retention. Invest. Práticas [online]. 2022, vol.12, n.2, pp.5-32.  Epub 26-Set-2022. ISSN 2182-1372.  https://doi.org/10.25757/invep.v12i2.297.

This study aimed to characterize and explore the relationships between future teachers’ beliefs about learning, assessment, and 2nd grade retention. One hundred and three students enrolled in primary teacher training (99% female, ages 19 to 49 years) answered a questionnaire. The results indicated that most future teachers had more positive beliefs about the constructivist teaching model than the transmissive one and do not have a formed opinion about the summative or formative assessment. The students presented negative beliefs about grade retention effects on students’ socio-affective development, not having a formed opinion about its effects on performance but believing that it is better when performed at the beginning of schooling. Beliefs regarding grade retention are positively correlated with summative assessment beliefs. The importance of assessing the beliefs of future teachers during their initial training is discussed.

Palavras-chave : beliefs; learning; assessment; grade retention; teachers’ training.

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