Assessment of teacher training in the Brazilian educational context
Tsitsi Roselene Bwetenga Mariana Cristina Alves de Abreu José Airton de Freitas Pontes Junior Abstract: Evaluation is intrinsic to the pedagogical process and it is related to the use of particular instruments, models and interpretations of the political and social impacts of Education in the Brazilian context. Teacher training is presented here as a focal point in achieving better learning outcomes among pupils. Understanding the importance of these themes in current discussions and based on related legal documents and studies, the article aims to discuss the demands, gaps and contributions of evaluation and assessment in the initial and continuing education of teachers in the context of Brazilian education. In order to accomplish this objective, a documental research of national and international legal frameworks was conducted. We identified the demands, disparities and lacunae in the educational assessment, first in the initial and then in the continuing education of teachers