De estudiante evaluado a profesor evaluador: representaciones sobre la evaluación en la formación docente para educación básica.
During the last decades, training teachers as evaluators has become more relevant. Along with the consensus reached about the complexity of school teaching, different school agents - facing various challenges imposed by the educational system - have proved to be concerned about the assessment of lea...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/253164 |
| Acceso en línea: | https://hdl.handle.net/10533/253164 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Ciencias de la Educación Otras Especialidades de la Educación |
| Sumario: | During the last decades, training teachers as evaluators has become more relevant. Along with the consensus reached about the complexity of school teaching, different school agents - facing various challenges imposed by the educational system - have proved to be concerned about the assessment of learning. This concern has different causes and has not been completely addressed despite the bulk of theoretical, empirical and regulatory evidence collected. In this context, the following questions are raised: What meaning is given by teachers to evaluation that is carried out in the classroom? Which core elements can be identified in socially constructed representations about evaluation along their training routes? Which components related to the school culture and job positions are implicit in their representations about evaluation? From the perspective of teachers’ thinking it is interesting to explore the representations they have constructed about the assessment of learning before, during and after the Initial Teaching Training. This type of empirical research is just starting to be conducted in Chile, particularly outside the capital area; this way, it can be inferred that findings about evaluation as an object of representation are not robust yet. This doctoral thesis presents an exploratory empirical study mainly aimed at revealing representations about evaluation constructed by primary teachers in south-center Chile at the end of their Initial Teaching Training and at their novice stage as teachers. It specifically explored their representations about evaluation before and after their practical pre-service training, when these teaching students first became in contact with the school culture and the evaluation culture of educational institutions. In that period, a setting was established where ideas and knowledge previously acquired in their training routes and in their Initial Teaching Training became more complex and were held in tension. These findings are compared with the theoretical elements identified. Due to the nature of the phenomenon, the empirical study was conducted by methodologically integrating the procedural and the structural approaches of the Social Representations Theory (SRT). The interpretative analysis included two techniques (a narrative focused interview and a lexical availability questionnaire) to give account of the representations about evaluation. The production and the analysis of both quantitative and qualitative data were complex. A cross-sectional model was implemented that involved a convenience sample of students at primary teaching programs in two regional universities (Bío-Bío and Ñuble) of the 2015-2019 cohorts. Both universities are members of the Chilean Council of University Presidents (CRUCH, in Spanish). The results showed that the participants naturalized and shared perspectives on assessment of learning as the central focus of teachers’ evaluation practice at a classroom level. Specifically, data were organized according to the evaluation task, the experience of being evaluated and the evaluation system. The former allowed analyzing the overlaps and divergences in the participants’ discourses, who agreed in their expectations about being adequately prepared for the evaluation task while they were being trained as teachers. Likewise, the results showed that representations about the assessment of learning are not static: they can become dynamic and reach a multidimensional understanding as future teachers become integrated into educational institutions and interact as professionals with other actors from school communities to understand the implicit and explicit elements of that task. In this regard, the conclusions of the study suggest that the social and professional integration of students undergoing Initial Teaching Training into schools is a key factor in the transition from teacher as an evaluated student to teacher as evaluator. This can bring into consideration the social and institutional dimensions of evaluation during the training of future generations of primary education teachers in such a way that, besides responding to the work demands, they are able of re-elaborating the meaning of evaluation as a socially situated pedagogical act. |
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