Publication: Evaluación
de
competencias
matemáticas
específicas
en
la
formación
de
profesores
de
Educación
Media
en
Chile
Authors
Quiroz Meza, Alonso ; Mayor Ruíz, Cristina
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Publisher
Universidad de Murcia
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DOI
http://dx.doi.org/10.6018/reifop.22.1.337261
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info:eu-repo/semantics/article
Description
Abstract
En
este
artículo,
se
identifican
temáticas
y
se
describen
propuestas
efectuadas
por
formadores
de
profesores
de
matemáticas,
respecto
de
estrategias
para
su
evaluación.
Mediante
una
metodología
mixta
de
profundización,
se
aplicó
en
una
primera
fase,
una
encuesta
a
56
formadores
de
25
Programas
de
Formación
en
Pedagogía
en
Matemáticas
de
todo
Chile,
sobre
sus
creencias
y
disposiciones
relativas
al
enfoque
de
formación
por
competencias,
de
igual
modo
a
los
criterios,
métodos
e
instrumentos
asociados.
En
una
segunda
fase,
con
base
en
los
resultados
de
la
encuesta
se
seleccionó
una
muestra
intencionada
de
tres
formadores,
a
quienes
se
entrevistó
en
dos
oportunidades,
con
el
propósito
de
profundizar
aspectos
centrales
de
la
implementación
del
enfoque
de
formación
por
competencias,
particularmente
en
el
ámbito
evaluativo.
Los
resultados
reafirman
la
conveniencia
de
la
integración
de
saberes
y
muestran
la
factibilidad
de
transitar
desde
formas
tradicionales
de
evaluación
hacia
estrategias
más
integradoras
y
holísticas.
In this article, themes are identified and proposals made by teachers of mathematics teachers are described, regarding strategies for their evaluation. Through a mixed methodology of deepening, a survey was applied in a first phase to 56 trainers of 25 Education Programs in Mathematics Pedagogy from all over Chile, about their beliefs and dispositions regarding the competency-‐based training approach, in the same way criteria, methods and associated instruments. In a second phase, based on the results of the survey, an intentional sample of three trainers was selected, who were interviewed on two occasions, with the purpose of deepening central aspects of the implementation of the competency-‐based training approach, particularly in the evaluative field. The results reaffirm the convenience of the integration of knowledge and show the feasibility of moving from traditional forms of evaluation towards more integrating and holistic strategies.
In this article, themes are identified and proposals made by teachers of mathematics teachers are described, regarding strategies for their evaluation. Through a mixed methodology of deepening, a survey was applied in a first phase to 56 trainers of 25 Education Programs in Mathematics Pedagogy from all over Chile, about their beliefs and dispositions regarding the competency-‐based training approach, in the same way criteria, methods and associated instruments. In a second phase, based on the results of the survey, an intentional sample of three trainers was selected, who were interviewed on two occasions, with the purpose of deepening central aspects of the implementation of the competency-‐based training approach, particularly in the evaluative field. The results reaffirm the convenience of the integration of knowledge and show the feasibility of moving from traditional forms of evaluation towards more integrating and holistic strategies.
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Citation
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