AVALIAÇÃO DAS COMPETÊNCIAS DE PENSAMENTO CRIATIVO DE FUTUROS PROFESSORES POR MEIO DE MODELOS DE APRENDIZAGEM BASEADOS EM PROJETOS
Palavras-chave:
Pensamento criativo, professores em formação, aprendizagem baseada em projetos, avaliação de competênciasResumo
Este estudo examina o impacto dos modelos de aprendizagem baseada em projetos (PBL) na avaliação e aprimoramento das competências de pensamento criativo de futuros professores. Reconhecendo a criatividade como uma habilidade crucial para educadores no século XXI, a pesquisa aborda a lacuna nos programas de formação de professores em relação a métodos eficazes para promover e avaliar habilidades criativas. Um projeto de pesquisa de métodos mistos foi implementado, envolvendo 150 futuros professores de várias universidades que participaram de uma intervenção PBL ao longo de um semestre acadêmico. Os dados foram coletados usando avaliações padronizadas de pensamento criativo, listas de verificação observacionais e diários reflexivos. Os resultados quantitativos indicaram uma melhora significativa nas pontuações de pensamento criativo pós-intervenção, enquanto as descobertas qualitativas revelaram maior engajamento e habilidades inovadoras de resolução de problemas entre os participantes. O estudo conclui que a integração de modelos PBL em currículos de formação de professores pode efetivamente aprimorar as competências criativas, preparando futuros educadores para promover a criatividade em suas próprias salas de aula. Essas descobertas têm implicações importantes para desenvolvedores de currículo e formuladores de políticas que visam modernizar os programas de treinamento de professores.
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