Estudo correlacional entre os resultados globais dos domínios do PISA 2018 e os indicadores do TALIS 2018
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Data
2022
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University of Lusophone Humanities and Technology
Resumo
O Programme for International Student Assessment (PISA) e o Teaching and Learning International Survey (TALIS) são estudos coordenados pela (OECD) com o objetivo de avaliar as competências que os alunos de 15 anos adquiriram para a vida ativa e o ensino e a aprendizagem no 3.º ciclo do ensino básico, através das opiniões de docentes, diretores e pais. Neste artigo, calculámos as correlações lineares entre os esultados, por países, dos 61 indicadores do TALIS 2018 e os resultados globais do PISA 2018, em Leitura, Matemática e Ciências. Verificámos que os parâmetros relacionados com as competências e conhecimentos básicos dos professores têm maior correlação com os resultados do PISA dos que os relacionados com prestígio, responsabilidade e autonomia e que o empenhamento dos professores e diretores na sua formação e desenvolvimento profissional tem correlação positiva com os resultados dos alunos no PISA. Verificámos também que a escassez ou inadequação de tecnologia digital para o ensino tem correlações negativas com as competências para a vida dos alunos e que o uso das tecnologias de informação e comunicação (TIC) no ensino não se traduz em melhores resultados no PISA.
The Programme for International Student Assessment (PISA) and the Teaching and Learning International Survey (TALIS) are studies coordinated by the Organisation for Economic Co-operation and Development (OECD) with the aim of assessing the competencies that 15-year-old students have acquired for active life and the teaching and learning in the lower secondary through the opinions of teachers, principals and parents. In this paper, we calculated the linear correlations between the results, by countries, of the 61 indicators of TALIS 2018 and the overall results of PISA 2018, in Reading, Mathematics and Science. We found that parameters related to teachers’ basic skills and knowledge have a higher correlation with PISA results than those related to prestige, responsibility and autonomy, and that commitment of teachers and head teachers to their training and professional development correlates positively with pupils’ results in PISA. We also found that the scarcity or inadequacy of digital technology for teaching has negative correlations with students’ life skills and that the use of information and communication technologies (ICT) in teaching does not translate into better results in PISA.
The Programme for International Student Assessment (PISA) and the Teaching and Learning International Survey (TALIS) are studies coordinated by the Organisation for Economic Co-operation and Development (OECD) with the aim of assessing the competencies that 15-year-old students have acquired for active life and the teaching and learning in the lower secondary through the opinions of teachers, principals and parents. In this paper, we calculated the linear correlations between the results, by countries, of the 61 indicators of TALIS 2018 and the overall results of PISA 2018, in Reading, Mathematics and Science. We found that parameters related to teachers’ basic skills and knowledge have a higher correlation with PISA results than those related to prestige, responsibility and autonomy, and that commitment of teachers and head teachers to their training and professional development correlates positively with pupils’ results in PISA. We also found that the scarcity or inadequacy of digital technology for teaching has negative correlations with students’ life skills and that the use of information and communication technologies (ICT) in teaching does not translate into better results in PISA.
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EDUCAÇÃO, PISA (PROGRAMA INTERNACIONAL DE AVALIAÇÃO DE ALUNOS), AVALIAÇÃO, EDUCATION, TALIS, EVALUATION, PISA (PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT), PISA
Citação
Mascarenhas, D, Maia, J S, Rosa, V & Teodoro, V D 2022, 'Estudo correlacional entre os resultados globais dos domínios do PISA 2018 e os indicadores do TALIS 2018', Revista Lusófona de Educação, vol. 56, no. 56, pp. 179-197. https://doi.org/10.24140/issn.1645-7250.rle56.12