Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities

Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities

Detalles Bibliográficos
Autores principales: Sánchez-Sánchez, Gerardo Ignacio, Jara-Amigo, Ximena Elizabeth
Formato: Online
Idioma:spa
eng
Publicado: Universidad Nacional, Costa Rica 2015
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6589
id EDUCARE6589
record_format ojs
spelling EDUCARE65892022-08-02T16:44:03Z Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities Visión del trabajo docente en el ámbito de la evaluación, que comienza a construir el profesorado en formación, a partir del uso de incidentes críticos en los procesos de formación práctica Sánchez-Sánchez, Gerardo Ignacio Jara-Amigo, Ximena Elizabeth Initial training teacher program practice teaching experiences assessment self-awareness Formación inicial práctica trabajo docente evaluación reflexión Developed in a regional campus of a university located 200 miles south of Santiago de Chile, the research showed the initial awareness of 50 senior students majoring in three High School Teaching Training Programs: Spanish Language; History; and Math, in regards to their own teaching process The qualitative approach used in this research is supported by the grounded theory. The critical incident technique was used to obtain the information about the individuals mentioned above, after their first period as in-practice High School teachers. Results show that the assessment teaching functions are mostly mentioned as essential to improve their teaching activities focused on the learning process of high school students. However, Teacher Training Programs should also emphasize real challenges and the abilities that a teacher must successfully develop during the process, instead of mainly focusing on measurement instruments and theoretical outlines Recibido 28 de julio de 2014 • Corregido 22 de marzo de 2015 • Aceptado 27 de abril de 2015Desarrollado en un campus regional de una universidad, ubicada a 200 millas al sur de Santiago de Chile, el estudio se enfoca en la visión inicial de su trabajo docente en educación media, que comienzan a construir desde el aula 50 estudiantes de las carreras de Pedagogía en Lengua Castellana; Historia; y Matemáticas. El enfoque cualitativo adoptado se apoya en la teoría fundamentada. Y la estrategia utilizada fue el incidente crítico, para recoger la información proporcionada, luego de su primer período de práctica como docentes en distintos liceos. Los resultados evidencian las funciones de la evaluación como especialmente destacadas para el mejoramiento de sus actividades docentes, centradas en el proceso de aprendizaje de su estudiantado. Sin embargo, la universidad debería enfatizar, además, la presentación de desafíos vinculados con la realidad, para poner en contexto capacidades, procedimientos y esquemas establecidos teóricamente, que en su trabajo profesional enfrentarán. Universidad Nacional, Costa Rica 2015-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6589 10.15359/ree.19-2.14 Revista Electrónica Educare; Vol. 19 No. 2 (2015): Revista Electrónica Educare (mayo-agosto); 231-255 Revista Electrónica Educare; Vol. 19 Núm. 2 (2015): Revista Electrónica Educare (mayo-agosto); 231-255 Revista Electrónica Educare; v. 19 n. 2 (2015): Revista Electrónica Educare (mayo-agosto); 231-255 1409-4258 spa eng https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6589/16353 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6589/6691 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6589/7761 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6589/7762 Copyright (c) 2015 Revista Electrónica Educare
institution Universidad Nacional de Costa Rica
collection Revista Electrónica Educare
language spa
eng
format Online
author Sánchez-Sánchez, Gerardo Ignacio
Jara-Amigo, Ximena Elizabeth
spellingShingle Sánchez-Sánchez, Gerardo Ignacio
Jara-Amigo, Ximena Elizabeth
Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities
author_facet Sánchez-Sánchez, Gerardo Ignacio
Jara-Amigo, Ximena Elizabeth
author_sort Sánchez-Sánchez, Gerardo Ignacio
title Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities
title_short Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities
title_full Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities
title_fullStr Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities
title_full_unstemmed Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities
title_sort initial awareness as perceived by a group of senior students majoring in high school teaching in regards to their own teaching process focused on assessment activities
title_alt Visión del trabajo docente en el ámbito de la evaluación, que comienza a construir el profesorado en formación, a partir del uso de incidentes críticos en los procesos de formación práctica
publisher Universidad Nacional, Costa Rica
publishDate 2015
url https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6589
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