Retroalimentación en los talleres de intervención de Trabajo Social:: formar, informar, transformar

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The discussion of this paper is framed on professor feedback in the Social Intervention Workshops of the Social Work undergraduate program of the Alberto Hurtado University (UAH). This document addresses one of the main findings of a research carried out by the authors: the tension between feedback...

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Autores principales: Navarrete Avaria, Oscar, Hernández Mary, Natalia
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Rosario. Facultad de Ciencia Política y Relaciones Internacionales. Escuela de Trabajo Social 2020
Materias:
Retroalimentación
Talleres de intervención social
Trabajo Social
a literature review is carried out where several ideas about this concept are presented, its intrpretation from the Social Work training in general. Subsequently, we place this discussion in the curricular activities, called “Talleres de Intervención Social (“workshops of social intervention”, related to the compulsory internships). Through interviews and a discussion group, the meanings that professors and students of these workshops gave to feedback to the teaching-learning process, were explored. Among the main findings, multiple meanings are assigned to feedback. Forthis paper we focuses on a key axis of this process: we propose that it is possible to move to an idea that is not only entangled in the evaluation, and that, through the strengthening of trust, understanding the heterogeneity of learning and trajectories of the different actors, it is possible to think in a more dynamic idea of feedback, where training, informing and transforming play a key role in the development of learning that is deployed in disciplinary training.
Acceso en línea:https://catedraparalela.unr.edu.ar/index.php/revista/article/view/55
Aporte de:
Cátedra Paralela de Universidad Nacional de Rosario
id I15-R222-article-55
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-222
container_title_str Cátedra Paralela
language Español
format Artículo revista
topic Retroalimentación
Talleres de intervención social
Trabajo Social
a literature review is carried out where several ideas about this concept are presented, its intrpretation from the Social Work training in general. Subsequently, we place this discussion in the curricular activities, called “Talleres de Intervención Social (“workshops of social intervention”, related to the compulsory internships). Through interviews and a discussion group, the meanings that professors and students of these workshops gave to feedback to the teaching-learning process, were explored. Among the main findings, multiple meanings are assigned to feedback. Forthis paper we focuses on a key axis of this process: we propose that it is possible to move to an idea that is not only entangled in the evaluation, and that, through the strengthening of trust, understanding the heterogeneity of learning and trajectories of the different actors, it is possible to think in a more dynamic idea of feedback, where training, informing and transforming play a key role in the development of learning that is deployed in disciplinary training.
spellingShingle Retroalimentación
Talleres de intervención social
Trabajo Social
a literature review is carried out where several ideas about this concept are presented, its intrpretation from the Social Work training in general. Subsequently, we place this discussion in the curricular activities, called “Talleres de Intervención Social (“workshops of social intervention”, related to the compulsory internships). Through interviews and a discussion group, the meanings that professors and students of these workshops gave to feedback to the teaching-learning process, were explored. Among the main findings, multiple meanings are assigned to feedback. Forthis paper we focuses on a key axis of this process: we propose that it is possible to move to an idea that is not only entangled in the evaluation, and that, through the strengthening of trust, understanding the heterogeneity of learning and trajectories of the different actors, it is possible to think in a more dynamic idea of feedback, where training, informing and transforming play a key role in the development of learning that is deployed in disciplinary training.
Navarrete Avaria, Oscar
Hernández Mary, Natalia
Retroalimentación en los talleres de intervención de Trabajo Social:: formar, informar, transformar
topic_facet Retroalimentación
Talleres de intervención social
Trabajo Social
a literature review is carried out where several ideas about this concept are presented, its intrpretation from the Social Work training in general. Subsequently, we place this discussion in the curricular activities, called “Talleres de Intervención Social (“workshops of social intervention”, related to the compulsory internships). Through interviews and a discussion group, the meanings that professors and students of these workshops gave to feedback to the teaching-learning process, were explored. Among the main findings, multiple meanings are assigned to feedback. Forthis paper we focuses on a key axis of this process: we propose that it is possible to move to an idea that is not only entangled in the evaluation, and that, through the strengthening of trust, understanding the heterogeneity of learning and trajectories of the different actors, it is possible to think in a more dynamic idea of feedback, where training, informing and transforming play a key role in the development of learning that is deployed in disciplinary training.
author Navarrete Avaria, Oscar
Hernández Mary, Natalia
author_facet Navarrete Avaria, Oscar
Hernández Mary, Natalia
author_sort Navarrete Avaria, Oscar
title Retroalimentación en los talleres de intervención de Trabajo Social:: formar, informar, transformar
title_short Retroalimentación en los talleres de intervención de Trabajo Social:: formar, informar, transformar
title_full Retroalimentación en los talleres de intervención de Trabajo Social:: formar, informar, transformar
title_fullStr Retroalimentación en los talleres de intervención de Trabajo Social:: formar, informar, transformar
title_full_unstemmed Retroalimentación en los talleres de intervención de Trabajo Social:: formar, informar, transformar
title_sort retroalimentación en los talleres de intervención de trabajo social:: formar, informar, transformar
description The discussion of this paper is framed on professor feedback in the Social Intervention Workshops of the Social Work undergraduate program of the Alberto Hurtado University (UAH). This document addresses one of the main findings of a research carried out by the authors: the tension between feedback and evaluation from a critique of the linear relationship that occurs in this process. Taking as a starting point a critique of the traditional feedback model understood as a ‘transmission of information’, a literature review is carried out where several ideas about this concept are presented, its interpretation from the Social Work training in general. Subsequently, we place this discussion in the curricular activities, called “Talleres de Intervención Social (“workshops of social intervention”, related to the compulsory internships). Through interviews and a discussion group, the meanings that professors and students of these workshops gave to feedback to the teaching-learning process, were explored. Among the main findings, multiple meanings are assigned to feedback. Forthis paper we focuses on a key axis of this process: we propose that it is possible to move to an idea that is not only entangled in the evaluation, and that, through the strengthening of trust, understanding the heterogeneity of learning and trajectories of the different actors, it is possible to think in a more dynamic idea of feedback, where training, informing and transforming play a key role in the development of learning that is deployed in disciplinary training.
publisher Universidad Nacional de Rosario. Facultad de Ciencia Política y Relaciones Internacionales. Escuela de Trabajo Social
publishDate 2020
url https://catedraparalela.unr.edu.ar/index.php/revista/article/view/55
work_keys_str_mv AT navarreteavariaoscar retroalimentacionenlostalleresdeintervenciondetrabajosocialformarinformartransformar
AT hernandezmarynatalia retroalimentacionenlostalleresdeintervenciondetrabajosocialformarinformartransformar
first_indexed 2023-05-16T22:16:12Z
last_indexed 2023-05-16T22:16:12Z
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spelling I15-R222-article-552020-12-29T13:06:28Z Retroalimentación en los talleres de intervención de Trabajo Social:: formar, informar, transformar Navarrete Avaria, Oscar Hernández Mary, Natalia Retroalimentación Talleres de intervención social Trabajo Social a literature review is carried out where several ideas about this concept are presented, its intrpretation from the Social Work training in general. Subsequently, we place this discussion in the curricular activities, called “Talleres de Intervención Social (“workshops of social intervention”, related to the compulsory internships). Through interviews and a discussion group, the meanings that professors and students of these workshops gave to feedback to the teaching-learning process, were explored. Among the main findings, multiple meanings are assigned to feedback. Forthis paper we focuses on a key axis of this process: we propose that it is possible to move to an idea that is not only entangled in the evaluation, and that, through the strengthening of trust, understanding the heterogeneity of learning and trajectories of the different actors, it is possible to think in a more dynamic idea of feedback, where training, informing and transforming play a key role in the development of learning that is deployed in disciplinary training. The discussion of this paper is framed on professor feedback in the Social Intervention Workshops of the Social Work undergraduate program of the Alberto Hurtado University (UAH). This document addresses one of the main findings of a research carried out by the authors: the tension between feedback and evaluation from a critique of the linear relationship that occurs in this process. Taking as a starting point a critique of the traditional feedback model understood as a ‘transmission of information’, a literature review is carried out where several ideas about this concept are presented, its interpretation from the Social Work training in general. Subsequently, we place this discussion in the curricular activities, called “Talleres de Intervención Social (“workshops of social intervention”, related to the compulsory internships). Through interviews and a discussion group, the meanings that professors and students of these workshops gave to feedback to the teaching-learning process, were explored. Among the main findings, multiple meanings are assigned to feedback. Forthis paper we focuses on a key axis of this process: we propose that it is possible to move to an idea that is not only entangled in the evaluation, and that, through the strengthening of trust, understanding the heterogeneity of learning and trajectories of the different actors, it is possible to think in a more dynamic idea of feedback, where training, informing and transforming play a key role in the development of learning that is deployed in disciplinary training. La discusión del artículo se enmarca en la retroalimentación docente en los Talleres de Intervención Social de la carrera de Trabajo Social de la Universidad Alberto Hurtado (UAH). Se aborda, en particular, uno de los principales hallazgos de la investigación realizada por los autores: la tensión que se produce entre retroalimentación y calificación de la evaluación desde una crítica a la relación lineal que ahí ocurre. Tomando como punto de partida una crítica al modelo tradicional de retroalimentación comprendido como una ‘trasmisión de información’, se realiza una revisión bibliográfica donde se presentan diversas ideas sobre este concepto, y su interpretación desde la formación en Trabajo Social en general. Posteriormente, situamos esta discusión en las actividades curriculares, denominadas “talleres de intervención social”, los que se asocian a las prácticas de las y los estudiantes. A través de entrevistas y grupo de discusión, se exploraron los significados que docentes y estudiantes de estos talleres le otorgaban a la retroalimentación en el proceso de enseñanza-aprendizaje. Dentro de los principales resultados, se vislumbran múltiples significados a la retroalimentación. Para este artículo, nos centramos en un eje clave de este proceso: planteamos que es posible transitar a una idea (de retroalimentación) que no quede atrapada solamente en la evaluación y que, a través del fortalecimiento de las confianzas, la comprensión de la heterogeneidad de aprendizajes y trayectorias de los distintos actores, sea posible pensar en una idea más dinámica de la retroalimentación, donde formar, informar y transformar juegan un papel clave en el desarrollo de los aprendizajes que se despliegan en la formación disciplinar. Universidad Nacional de Rosario. Facultad de Ciencia Política y Relaciones Internacionales. Escuela de Trabajo Social 2020-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://catedraparalela.unr.edu.ar/index.php/revista/article/view/55 10.35305/cp.vi17.55 Cátedra Paralela; Núm. 17 (2020); 55-80 2683-9393 1669-8843 spa https://catedraparalela.unr.edu.ar/index.php/revista/article/view/55/46 Derechos de autor 2020 Cátedra Paralela

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