Epistemological foundations of the social representations that teachers elaborate on the concept "evaluation" in an educational establishment of the Viña del Mar commune.
The study aims to reveal the epistemological foundations of the social representations that teachers elaborate on the concept of "evaluation". For this, it was worked through interviews and analysis of documents, with a group of teachers belonging to an educational establishment in the com...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/235098 |
| Acceso en línea: | https://hdl.handle.net/10533/235098 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Ciencias de la Educación Otras Especialidades de la Educación |
| Sumario: | The study aims to reveal the epistemological foundations of the social representations that teachers elaborate on the concept of "evaluation". For this, it was worked through interviews and analysis of documents, with a group of teachers belonging to an educational establishment in the commune of Viña del Mar. The information collected was analyzed, in the first instance, using the Grounded Theory and then, in a second instance, from the epistemological approach offered by the theory on the institutionalization of the language of John Searle. The most significant finding is that the social representations that teachers elaborate on the concept "evaluation", are mainly associated with their purposes (pedagogical and administrative), whose conflicting relationship is based on an epistemological foundation that corresponds to a false dilemma. |
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