Implementation of the formative evaluation by students of pedagogy in Physical Education
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Fecha
2022-01
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Retos, Volume 43, Pages 916 - 9222022
Nombre de Curso
Licencia CC
Attribution-NonCommercial-NoDerivatives 4.0 International
CC BY-NC-ND 4.0
Deed
Licencia CC
https://creativecommons.org/licenses/by-nc-nd/4.0/
Resumen
This research focuses on the field of InitialTeacherTraining (FID) in Pedagogy in Physical Education (PEF).The objective is to know the way in which students in the FID process at PEF implement the formative assessment in the classes they take in their professional practice. It is carried out through a quantitative, descriptive, non-experimental cross-sectional approach, where 64 students from a private higher education institution in Chile were considered.The information collection instrument that was used was an observation script applied by supervising professors of professional practice which considers the dimensions of: a) Feedback, b) Preparation and implementation and c) Response of the schoolchildren.The results verify the application of feedback, differentiated support as required by the schoolchildren and treatment of the error; but they do not apply in a systematic way self-evaluation or co-evaluation, nor record of what the students have done in class. It can be concluded that although formative evaluation is incorporated in the development of professional practice by students in the FID process in PEF, they do not provide spaces for dialogue regarding the evaluation process (self-evaluation and peer evaluation). © 2022 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved
Notas
Indexación: Scopus.
Palabras clave
Formative assessment, Higher education, Pedagogy in physical education, Professional practice, Teacher training
Citación
DOI
10.47197/RETOS.V43I0.86558