Teachers' activities involve, among others, analyzing, assessing, reflecting on and improving their own classroom practice. Self-assessment may contribute to teaching and learning processes, as well as to personal development. This study presents the results of reflection about two classes where the SATS (Self-Assessment of Teaching Statement) model was applied. The use of the SATS tool was
... [Show full abstract] qualitatively analyzed based on the recording of two different classes at two distinct Higher Education Institutions, thus giving rise to metatexts. Based on these, the study describes the "Warm-Up", i.e., the class' introductory stage in which students are prepared for the day's learning; and the "Classroom Development" itself, with particular attention to the following characteristics: teacher-student interaction, didactic strategies, timing, and the real contexts used. The results indicate the possibilities of reflection enabled by the tool on and in pedagogical practice.
