<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722022000200005</article-id>
<article-id pub-id-type="doi">10.25757/invep.v12i2.297</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crenças de Aprendizagem, Avaliação e Retenção Escolar dos Futuros Professores de 1.º Ciclo do Ensino Básico]]></article-title>
<article-title xml:lang="en"><![CDATA[Pre-service primary teachers&#8217; beliefs about learning, assessment, and grade retention]]></article-title>
<article-title xml:lang="es"><![CDATA[Las creencias de los futuros maestros de primaria sobre aprendizaje, evaluación y repetición de curso]]></article-title>
<article-title xml:lang="fr"><![CDATA[Les croyances de futurs enseignants primaires sur l&#8217;apprentissage, l&#8217;évaluation at le redoublement]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Natalie Nóbrega]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Vera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,ISPA - Instituto Universitário Centro de Investigação em Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>5</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722022000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722022000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722022000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo foi caracterizar e explorar as relações entre as crenças de aprendizagem, avaliação e retenção escolar no 2.º ano de escolaridade dos futuros professores. Responderam a um questionário 103 estudantes inscritos em cursos de ensino do 1.º ciclo do ensino básico (99% do sexo feminino, entre 19 e 49 anos). Os resultados indicaram que a maioria dos futuros professores apresentaram crenças mais positivas em relação ao modelo de aprendizagem construtivista do que ao modelo transmissivo e não têm uma opinião formada sobre a avaliação sumativa ou formativa. Apresentaram também crenças negativas sobre os efeitos da retenção no desenvolvimento socioafetivo dos alunos, não tendo uma conceção definida sobre os seus efeitos no desempenho académico, mas acreditando que é melhor quando realizada no início da escolaridade. As crenças face à retenção escolar estão relacionadas positivamente com as crenças de avaliação sumativa. É discutida a importância da avaliação das crenças dos futuros professores ao longo da sua formação inicial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to characterize and explore the relationships between future teachers&#8217; 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&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio fue caracterizar y explorar las relaciones entre las creencias de los futuros profesores de primaria sobre el aprendizaje, la evaluación y repetición del 2.º grado. Respondieron a un cuestionario 103 alumnos matriculados en cursos de formación de profesores de primaria (99% mujeres, entre 19 y 49 años). Los resultados indicaron que la mayoría de los futuros maestros tenían creencias más positivas en relación con el modelo de aprendizaje constructivista que con el transmisivo y no tienen una opinión formada sobre la evaluación sumativa o formativa. Los estudiantes presentaron creencias negativas sobre los efectos de la repetición de curso en el desarrollo socioafectivo de los alumnos, sin tener una opinión definida sobre sus efectos en el rendimiento académico, pero creyendo que es mejor cuando se realiza al inicio de la escolaridad. Las creencias sobre la repetición de grado se correlacionan positivamente con las creencias de evaluación sumativa. Se discute la importancia de evaluar las creencias de los futuros profesores durante su formación inicial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé La présente recherche a eu pour objectif exploiter les liens entre les croyances des futurs enseignants à l&#8217;égard du redoublement, l&#8217;apprentissage et l&#8217;évaluation en deuxième année de scolarité. Un questionnaire a été soumis à 103 étudiants qui étudiaient pour devenir enseignants à l´école élémentaire (99% de femmes, entre 19 et 49 ans). Les résultats ont indiqué que la majorité des futurs enseignants avaient des croyances plus positives par rapport au modèle d'apprentissage constructiviste qu'au modèle transmissif. Leurs croyances à propos de l'évaluation sommative ou formative sont neutres. Les participants croyant que le redoublement a des effets négatives sur le développement socio-affectif des élèves, n'ayant pas une conception définie de ses effets sur les performances scolaires. Cependant ils croient que le redoublement est plus bénéfique lorsqu'il est réalisé en début de scolarité. Ces résultats seront discutés relativement à l'importance d'évaluer les croyances des futurs enseignants tout au long de leur formation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[crenças]]></kwd>
<kwd lng="pt"><![CDATA[ensino/aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[retenção escolar]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[grade retention]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; training]]></kwd>
<kwd lng="es"><![CDATA[creencias]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[repetición de curso]]></kwd>
<kwd lng="es"><![CDATA[formación de maestros]]></kwd>
<kwd lng="fr"><![CDATA[croyances]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[évaluation]]></kwd>
<kwd lng="fr"><![CDATA[redoublement]]></kwd>
<kwd lng="fr"><![CDATA[formation des enseignants]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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