Tensions Between Pedagogical Knowledge in Evaluation and Teaching Practice in Vulnerable Schools of the Arica Commune

Tensions Between Pedagogical Knowledge in Evaluation and Teaching Practice in Vulnerable Schools of the Arica Commune

Detalles Bibliográficos
Autores principales: Roberts-Sánchez, Katherine, Rodríguez-Gómez, David, Silva, Patricia
Formato: Online
Idioma:spa
eng
por
Publicado: Universidad Nacional, Costa Rica 2020
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11370
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institution Universidad Nacional de Costa Rica
collection Revista Electrónica Educare
language spa
eng
por
format Online
author Roberts-Sánchez, Katherine
Rodríguez-Gómez, David
Silva, Patricia
spellingShingle Roberts-Sánchez, Katherine
Rodríguez-Gómez, David
Silva, Patricia
Tensions Between Pedagogical Knowledge in Evaluation and Teaching Practice in Vulnerable Schools of the Arica Commune
author_facet Roberts-Sánchez, Katherine
Rodríguez-Gómez, David
Silva, Patricia
author_sort Roberts-Sánchez, Katherine
title Tensions Between Pedagogical Knowledge in Evaluation and Teaching Practice in Vulnerable Schools of the Arica Commune
title_short Tensions Between Pedagogical Knowledge in Evaluation and Teaching Practice in Vulnerable Schools of the Arica Commune
title_full Tensions Between Pedagogical Knowledge in Evaluation and Teaching Practice in Vulnerable Schools of the Arica Commune
title_fullStr Tensions Between Pedagogical Knowledge in Evaluation and Teaching Practice in Vulnerable Schools of the Arica Commune
title_full_unstemmed Tensions Between Pedagogical Knowledge in Evaluation and Teaching Practice in Vulnerable Schools of the Arica Commune
title_sort tensions between pedagogical knowledge in evaluation and teaching practice in vulnerable schools of the arica commune
title_alt Tensiones entre el saber pedagógico en evaluación y la práctica docente en escuelas vulnerables de la Comuna de Arica
Tensões entre o saber pedagógico em avaliação e prática docente em escolas vulneráveis da Comuna de Arica
publisher Universidad Nacional, Costa Rica
publishDate 2020
url https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11370
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AT silvapatricia tensionsbetweenpedagogicalknowledgeinevaluationandteachingpracticeinvulnerableschoolsofthearicacommune
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spelling EDUCARE113702021-02-28T17:58:26Z Tensions Between Pedagogical Knowledge in Evaluation and Teaching Practice in Vulnerable Schools of the Arica Commune Tensiones entre el saber pedagógico en evaluación y la práctica docente en escuelas vulnerables de la Comuna de Arica Tensões entre o saber pedagógico em avaliação e prática docente em escolas vulneráveis da Comuna de Arica Roberts-Sánchez, Katherine Rodríguez-Gómez, David Silva, Patricia Student evaluation vulnerable schools teacher training teaching practices pedagogical knowledge affective resources Evaluación del estudiantado escuelas vulnerables formación del profesorado prácticas docentes saber pedagógico recursos afectivo Avaliação dos estudantes escolas vulneráveis formação de professores práticas de ensino saber pedagógico recursos afetivos This article analyzes the evaluative practices of teachers working in fifteen vulnerable schools in the Arica Commune, located in the extreme north of Chile. This is a qualitative study whose data has been collected through semi-structured interviews and discussion groups. To process the collected information, content analysis was performed following the guidelines of the Grounded Theory. The results show that, although teachers have been transitioning from a traditional evaluative practice to an increasingly authentic one throughout their professional career, there are still tensions between their discourse on evaluation and their evaluative practices. The evidence of these tensions recommends connecting the educational and evaluative experience of the classroom with relevant issues in the student’s life. The aim is to promote evaluative practices sensitive to school contexts among teachers, incorporating affective resources in their implementation. Este artículo analiza las prácticas evaluativas del profesorado que se desempeña en quince escuelas vulnerables de la comuna de Arica, ubicada en el extremo norte de Chile. Se trata de un estudio cualitativo cuyos datos han sido recogidos mediante entrevistas semiestructuradas y grupos de discusión. Para procesar la información, se realizó análisis de contenido siguiendo las directrices de la teoría fundamentada. Los resultados muestran que, si bien, a lo largo de su trayectoria profesional, el profesorado ha ido transitando desde una práctica evaluativa tradicional, a una cada vez más auténtica, aún existen tensiones entre su discurso sobre la evaluación y sus prácticas evaluativas. La evidencia de esas tensiones recomienda conectar la experiencia educativa y evaluativa del aula con asuntos relevantes de la vida del estudiantado. Se trata de promover entre el profesorado prácticas evaluativas sensibles a los contextos escolares, que incorporen recursos afectivos en su implementación. Este artigo analisa as práticas avaliativas dos professores que trabalham em quinze escolas vulneráveis na comuna de Arica, localizada no extremo norte do Chile. Este é um estudo qualitativo cujos dados foram coletados por meio de entrevistas semiestruturadas e grupos de discussão. Para processar as informações, a análise de conteúdo foi realizada seguindo as diretrizes da teoría fundamentada. Os resultados mostram que, embora, ao longo de sua carreira profissional, o grupo de professores tenham transitado de uma prática avaliativa tradicional para uma prática cada vez mais autêntica, ainda existem tensões entre seu discurso sobre avaliação e suas práticas avaliativas. A evidência dessas tensões recomenda conectar a experiência educacional e avaliativa da sala de aula com questões relevantes na vida dos e das estudantes. O objetivo é promover práticas avaliativas sensíveis aos contextos escolares entre os professores, incorporando recursos afetivos em sua implementação. Universidad Nacional, Costa Rica 2020-08-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip application/xml audio/mpeg audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11370 10.15359/ree.24-3.15 Revista Electrónica Educare; Vol. 24 No. 3 (2020): Revista Electrónica Educare (September-December); 1-20 Revista Electrónica Educare; Vol. 24 Núm. 3 (2020): Revista Electrónica Educare (setiembre-diciembre); 1-20 Revista Electrónica Educare; v. 24 n. 3 (2020): Revista Electrónica Educare (Setembro-Dezembro); 1-20 1409-4258 spa eng por https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11370/19969 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11370/20193 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11370/19976 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11370/21506 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11370/20039 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11370/20040 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11370/20041 Copyright (c) 2020 Shared by Journal and Authors

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