EVALUATION PRACTICES AND THEIR IMPACTS ON TEACHER TRAINING: A STUDY FROM A HISTORICAL-CULTURAL PERSPECTIVE

Abstract

This study aimed to analyze the impacts of assessment practices on teacher training from a historical-cultural perspective, investigating how these practices influence teacher development and the improvement of pedagogical practices. The research was qualitative in nature, characterized as a bibliographic review, with the analysis of works by authors who argue the historical-cultural theory and assessment practices in teacher training. The research identified that the application of innovative assessment practices, aligned with the historical-cultural perspective, has the potential to transform the way educators conceive and use assessment, beginning to see it not only as a measurement instrument, but as a tool for mediation and continuous reflection. The analysis also revealed that, although the adoption of such practices faces challenges, such as resistance to change and lack of training, they offer significant opportunities for improving pedagogical practices and creating an inclusive learning environment. The final considerations indicated that, despite the difficulties in implementing these practices, they have a positive impact on teacher training, stimulating constant reflection and the development of new teaching methodologies. It was concluded that studies are needed to broaden the understanding of the application of these practices in the school context and their real impacts on the teaching-learning process.