Prácticas evaluativas y acuerdos docentes en la formación del profesorado en Geografía
The evaluation of teaching practices in teacher training offers the possibility of improving teaching and learning. Evaluation tools intended to allow the collection of evidence on learning and must be clear and shared on time with students so that the necessary changes can be applied to t...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2022
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/12310 |
| Aporte de: |
| Sumario: | The evaluation of teaching practices in teacher training offers the possibility of improving teaching and learning. Evaluation tools intended to allow the collection of evidence on learning and must be clear and shared on time with students so that the necessary changes can be applied to their practices. Feedback represents the process of self–regulation of learning. For that reason, the more diverse these tools, the greater the number of collected learning records. In this sense, rubrics become a relevant device to provide information that can improve the quality of learning. The present work aims at the analysis and reflection on the articulated work of Special Didactics of Geography and Teaching Internship courses through the use of rubrics as learning evaluation tools. The reflection allows the inquiry about articulation strategies that favor the integration of evaluative practices, thus leading us to rethink teacher training. The results achieved in relation to evaluation practices based on pedagogical agreements provide continuity in the development of articulation strategies for future pedagogical practices. |
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