Rubric for assessment as a reflection mediating instrument in the practicum of early childhood education teachers
The present article reveals the results obtained in a study aimed towards describing and understanding the use of the rubric for assessment as a reflection mediating artifact between early childhood education teachers in training and their university tutor (within the practicum context). Assuming a...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/59681 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/59681 |
| Access Level: | acceso abierto |
| Palabra clave: | Early childhood education teachers Practicum Reflection process Rubric for assessment Cultural artifacts Maestros de educación infantil Proceso de reflexión Rúbricas de evaluación Artefactos culturales |
| Sumario: | The present article reveals the results obtained in a study aimed towards describing and understanding the use of the rubric for assessment as a reflection mediating artifact between early childhood education teachers in training and their university tutor (within the practicum context). Assuming a sociocultural perspective and an interpretive approach we carried out a multiple case study, using 6 cases from a Chilean university. A total of 18 individual tutoring sessions were recorded in video and analyzed using the interactivity model. The results show, on the one hand, that there are different ways of organizing classes and tutorials and, on the other, that it is not the instrument per se which determines the way in which the rubric might be used, but it rather depends on how the tutor decides to tend to the specific needs of each one of the teachers to be during their training process. |
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