Holistic perceptions on teaching practice assessment
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Archivos
Fecha
2017
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio pretende investigar las percepciones de dos estudiantes en práctica, supervisor de
universidad y profesor mentor acerca del proceso de evaluación de la práctica III del programa
de Pedagogía en Inglés en una universidad privada de Chile. Con el objeto de reunir información
de los participantes, entrevistas y cuestionarios fueron elaborados y aplicados al final de la
práctica. Los resultados de este estudio muestran que los participantes perciben la
retroalimentación fundamental para el proceso de práctica. Además, ellos sugieren que las
observaciones son claves para su evaluación y que una sola observación no refleja su proceso de
aprendizaje y capacidad para mejorar. En consecuencia esto afecta su progreso y desarrollo como
estudiantes. Adicionalmente, mentor y practicantes reconocen que no utilizaron el instrumento
de evaluación para monitorear el rendimiento y progreso durante la práctica, mientras que la
supervisora percibe el instrumento útil para guiarla durante el proceso de evaluación de los
estudiantes.
Finalmente, esta investigación prueba que el proceso de evaluación se ve afectado por cuándo y
cómo se da la retroalimentación al estudiante en práctica. Igualmente, los instrumentos no fueron
considerados útiles para esta práctica, ya que éstos no fueron utilizados.
This study attempts to investigate the perceptions of two pre-service teachers, a university supervisor and a mentor teacher about the assessment process of the III practicum of an EFL/ESL teaching program in a private University in Chile. In order to gather information from participants, interviews and questionnaires were applied at the end of the practicum. Main findings show that stakeholders perceived feedback as a vital part inside the assessment of the practicum. Moreover, students suggested that observations are key for assessment, and that one observation does not reflect their capacity to improve performance. As a consequence, this action affects their teaching development and learning process. Furthermore, students and mentor teacher acknowledged that they did not use the assessment to monitor performance during the practicum, while the supervisor perceived the assessment instrument useful in guiding her through evaluating teaching performance. Finally, this research proved that the assessment process of the practicum is affected by when and how feedback is communicated. In addition, assessment instruments were not considered useful for the practicum, as they were not used during the process.
This study attempts to investigate the perceptions of two pre-service teachers, a university supervisor and a mentor teacher about the assessment process of the III practicum of an EFL/ESL teaching program in a private University in Chile. In order to gather information from participants, interviews and questionnaires were applied at the end of the practicum. Main findings show that stakeholders perceived feedback as a vital part inside the assessment of the practicum. Moreover, students suggested that observations are key for assessment, and that one observation does not reflect their capacity to improve performance. As a consequence, this action affects their teaching development and learning process. Furthermore, students and mentor teacher acknowledged that they did not use the assessment to monitor performance during the practicum, while the supervisor perceived the assessment instrument useful in guiding her through evaluating teaching performance. Finally, this research proved that the assessment process of the practicum is affected by when and how feedback is communicated. In addition, assessment instruments were not considered useful for the practicum, as they were not used during the process.
Notas
Tesis (Magíster en Enseñanza del Inglés como Idioma Extranjero)
Palabras clave
Práctica Profesional (Evaluación), Profesores de Inglés, Formación Profesional