Percepciones que tienen educadoras de párvulos pertenecientes a establecimientos de la corporación municipal, JUNJI e INTEGRA de la ciudad de Valparaíso, sobre la evaluación en los procesos de aprendizaje de los niños y niñas
Archivos
Fecha
2010
Profesor/a Guía
Facultad/escuela
Facultad de Educación y Ciencias Sociales
The present study aims to investigate perceptions about who has a nursery group of educators from different institutions (Integra Foundation, JUNJI and Municipal Corporation of Valparaiso), on evaluation in the learning process of children. Was conducted through a qualitative methodology which describes the different perceptions in relation to the tapie they researched. In this scenario, the subject of evaluation emerges as central to addressing the new challenges in early childhood education, regarded as an inseparable aspect of teaching and learning. Thus creating, in a move designed to regulate educational practice. One finding that ishighlighted is the importance assigned kindergarten educators to evaluation, to be unveiled in their responses. However, it denotes a fragile discourse in theory-practice relationship evaluative. We conclude, finally, the need to develop greater skills assessed in early childhood education students as a way to provide evaluative practices when exercising their professional role in relation to learning.
The present study aims to investigate perceptions about who has a nursery group of educators from different institutions (Integra Foundation, JUNJI and Municipal Corporation of Valparaiso), on evaluation in the learning process of children. Was conducted through a qualitative methodology which describes the different perceptions in relation to the tapie they researched. In this scenario, the subject of evaluation emerges as central to addressing the new challenges in early childhood education, regarded as an inseparable aspect of teaching and learning. Thus creating, in a move designed to regulate educational practice. One finding that ishighlighted is the importance assigned kindergarten educators to evaluation, to be unveiled in their responses. However, it denotes a fragile discourse in theory-practice relationship evaluative. We conclude, finally, the need to develop greater skills assessed in early childhood education students as a way to provide evaluative practices when exercising their professional role in relation to learning.
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente estudio tiene como propósito investigar acerca de las
percepciones que tiene un grupo de educadoras de párvulos de diferentes
instituciones (Fundación INTEGRA, JUNJI y Corporación Municipal de
Valparaíso), sobre la evaluación en los procesos de aprendizaje de los niños y
niñas. Se efectuó a través de una metodología de tipo cualitativa en donde se
describe las diferentes percepciones que tienen éstas en relación al tema
investigado
En este escenario, la temática de la evaluación surge como fundamental
para abordar los nuevos desafíos en la educación parvularia, considerándose
como un aspecto inseparable de la enseñanza y aprendizaje. Constituyéndose
así, en una acción destinada a regular la práctica educativa.
Uno de los hallazgos que se resalta es la importancia que le asignan las
educadoras de párvulos a la evaluación, siendo develado en sus respuestas.
Sin embargo, se denota un discurso frágil, en relación teoría-práctica evaluativa.
Se concluye, finalmente, en la necesidad de desarrollar mayores
competencias evaluativas en las alumnas de Educación parvularia como una
forma de facilitar sus prácticas evaluativos al momento de ejercer su rol
profesional en relación a los aprendizajes.
The present study aims to investigate perceptions about who has a nursery group of educators from different institutions (Integra Foundation, JUNJI and Municipal Corporation of Valparaiso), on evaluation in the learning process of children. Was conducted through a qualitative methodology which describes the different perceptions in relation to the tapie they researched. In this scenario, the subject of evaluation emerges as central to addressing the new challenges in early childhood education, regarded as an inseparable aspect of teaching and learning. Thus creating, in a move designed to regulate educational practice. One finding that ishighlighted is the importance assigned kindergarten educators to evaluation, to be unveiled in their responses. However, it denotes a fragile discourse in theory-practice relationship evaluative. We conclude, finally, the need to develop greater skills assessed in early childhood education students as a way to provide evaluative practices when exercising their professional role in relation to learning.
The present study aims to investigate perceptions about who has a nursery group of educators from different institutions (Integra Foundation, JUNJI and Municipal Corporation of Valparaiso), on evaluation in the learning process of children. Was conducted through a qualitative methodology which describes the different perceptions in relation to the tapie they researched. In this scenario, the subject of evaluation emerges as central to addressing the new challenges in early childhood education, regarded as an inseparable aspect of teaching and learning. Thus creating, in a move designed to regulate educational practice. One finding that ishighlighted is the importance assigned kindergarten educators to evaluation, to be unveiled in their responses. However, it denotes a fragile discourse in theory-practice relationship evaluative. We conclude, finally, the need to develop greater skills assessed in early childhood education students as a way to provide evaluative practices when exercising their professional role in relation to learning.
Notas
Tesis (Magíster en Educación Inicial mención Didáctica de las Matemáticas y el Lenguaje)
Palabras clave
Educación Preescolar, Metodología de Enseñanza, Evaluación Auténtica, Saberes pedagógicos, Chile