Formación permanente del profesorado a través de un seminario internivelar: aprender mediante investigación-acción sobre evaluación formativa y compartida
The aim of this doctoral thesis is to analyze the teaching development produced in an “Intern-level Seminar on Formative and Shared Assessment (F&SA)”, which develops a process of In-Service Teacher Education (ISTE) based on Action-Research (A-R) practices, as well as the fun...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad de Valladolid |
| Repositorio: | UVaDOC. Repositorio Documental de la Universidad de Valladolid |
| OAI Identifier: | oai:uvadoc.uva.es:10324/59898 |
| Acceso en línea: | https://doi.org/10.35376/10324/59898 https://uvadoc.uva.es/handle/10324/59898 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación Educación permanente Formative Assessment Evaluación Formativa Permanent education Formación Permanente Action-Research Investigación-Acción 5312.04 Educación |
| Sumario: | The aim of this doctoral thesis is to analyze the teaching development produced in an “Intern-level Seminar on Formative and Shared Assessment (F&SA)”, which develops a process of In-Service Teacher Education (ISTE) based on Action-Research (A-R) practices, as well as the functioning of this seminar and its results. Based on this objective, several specific objectives have been sequenced: (a) to analyze how the ISTE and the A-R contribute to the teaching development of the participants; (b) to evaluate the development of the seminar during four academic years; (c) to analyze the most relevant aspects of the F&SA practices that have been carried out in all educational stages; (d) to determine the most relevant results of these practices; (e) to analyze the consequences of the COVID-19 pandemic on the F&SA practices. The research method developed is a mixed method design, specifically a predominantly qualitative case study. The data collection techniques were: participant observation, focus group discussion, two questionnaires, minutes of seminar meetings and reports of good practices prepared by teachers. The data obtained were analyzed by categorizing and coding a series of categories and sub-categories in line with the specific objectives, in order to achieve a global understanding of the information obtained. The results of the present study seem to indicate that: (a) the ISTE and the A-R cycles developed in the seminar have contributed to the teaching development of the participants; (b) the dynamics of the seminar have evolved favorably, adapting to the circumstances; (c) the most relevant aspects of the F&SA practices show that: some F&SA instruments are used in all educational stages, student participation is higher thanks to F&SA and the teacher's workload is higher when starting to develop these systems, then it decreases, as soon as the student's workload is usually adequate; (d) the most relevant results of F&SA practices show that students' academic performance is good at all stages, and teachers find more advantages than disadvantages to F&SA; (e) due to the COVID-19 pandemic, almost all teachers point out that F&SA facilitated the monitoring and development of distance education. |
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