STEP BY STEP: USING EDUCATIONAL DESIGN RESEARCH TO IMPLEMENT STUDENT TEACHER ASSEMENT
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https://orcid.org/0000-0002-8205-0524
Angela Maria Moreira Canuto Mendonça
https://orcid.org/0000-0002-5517-7837
Rosana Brandão Vilela
https://orcid.org/0000-0003-3910-4678
Abstract
Educational design research has been gaining momentum in recent years, particularly in the field of educational studies. The objective of this study was to discover the potential of research in educational design for the development of a management group at a medical school, on the subject of evaluation of teaching performance by students. This is a descriptive study, with a qualitative approach, conducted from the approach model for research in educational design. The content analysis is described here, in the thematic modality, carried out in the first mesocycle of this research, consisting of three phases: Are they: analysis and exploration of the theme; design and construction of the product; evaluation and reflection. The study was carried out with 18 participants, which, through observation, notes and diagnoses, made it possible to identify categories associated with the characteristics of a pedagogical process that seeks change in the evaluation of teaching performance by students. The results revealed the categories: collaborative work; communication between participants; preparation for the theme; construction of solutions and theoretical production. It was possible to conclude that the approach was correctly indicated and the use of research in educational design helped to highlight actions, reactions and challenges, contributing to the design of short, medium and long term proposals in order to transform and improve the teacher evaluation by the student at that institution. The present study is offered as a contribution to show that educational design research has great potential to deepen and seek solutions to complex and uncomfortable issues in higher education.
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