Evaluación de competencias profesionales de la práctica e investigación en el acompañamiento del aprendizaje infantil en estudiantes de formación inicial docente.
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2025-02-17
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La evaluación formativa brinda oportunidades de retroalimentación continua del aprendizaje que demandan los estudiantes. Basados en los principios de respeto, autonomía y seguridad del infante, se buscó contribuir a la reflexión crítica sobre la evaluación de las competencias profesionales desde la práctica e investigación para el acompañamiento del aprendizaje infantil. Se aplicó el enfoque cualitativo, con las técnicas de observación y análisis documental, como instrumentos las fichas de observación y monitoreo, las rúbricas de evaluación y matrices de análisis. La evaluación de la competencia 8 de FID: reflexión de la práctica en el VI ciclo del IESP, permitió visualizar que el 80% de estudiantes alcanzaron el nivel DESTACADO, con mayor nivel de desarrollo respecto al ciclo anterior. Mientras que el 68% de estudiantes de la EESPP lograron ubicarse en el nivel LOGRADO en dicha competencia, observándose menor nivel de desarrollo respecto del ciclo anterior. Se concluye que la mejora continua de las técnicas, procedimientos e instrumentos de recojo y análisis de información, contribuyeron a la reflexión crítica de la evaluación formativa de las competencias profesionales en el enfoque pikleriano.
Formative assessment provides opportunities for continuous feedback on the learning demanded by students. Based on the principles of respect, autonomy, and child safety, this study sought to contribute to critical reflection on the assessment of professional competencies through practice and research to support children's learning. A qualitative approach was applied, using observation and document analysis techniques, with observation and monitoring records, evaluation rubrics, and analysis matrices as instruments. The evaluation of Competency 8 of Teacher Initial Training (TIT): reflection on practice in the sixth semester of the Higher Education Pedagogical Institute (IESP), revealed that 80% of students achieved the OUTSTANDING level, showing a higher level of development compared to the previous semester. Meanwhile, 68% of students from the Higher Education Pedagogical School (EESPP) reached the ACHIEVED level for this competency, indicating a lower level of development compared to the previous semester. It is concluded that the continuous improvement of techniques, procedures, and tools for data collection and analysis contributed to critical reflection on the formative assessment of professional competencies within the Piklerian approach.
Formative assessment provides opportunities for continuous feedback on the learning demanded by students. Based on the principles of respect, autonomy, and child safety, this study sought to contribute to critical reflection on the assessment of professional competencies through practice and research to support children's learning. A qualitative approach was applied, using observation and document analysis techniques, with observation and monitoring records, evaluation rubrics, and analysis matrices as instruments. The evaluation of Competency 8 of Teacher Initial Training (TIT): reflection on practice in the sixth semester of the Higher Education Pedagogical Institute (IESP), revealed that 80% of students achieved the OUTSTANDING level, showing a higher level of development compared to the previous semester. Meanwhile, 68% of students from the Higher Education Pedagogical School (EESPP) reached the ACHIEVED level for this competency, indicating a lower level of development compared to the previous semester. It is concluded that the continuous improvement of techniques, procedures, and tools for data collection and analysis contributed to critical reflection on the formative assessment of professional competencies within the Piklerian approach.
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competencias profesionales, evaluación formativa, enfoque pikleriano, acompañamiento del aprendizaje, professional competencies, formative assessment, lerian approach, learning support