Publication: Opiniones sobre evaluación de los profesores de segundo ciclo de ESO de Geografía e Historia en la Región de Murcia
Authors
Monteagudo Fernández, José ; Molina Puche, Sebastian ; Miralles Martínez, Pedro
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Publisher
Consejo Mexicano de Investigación Educativa
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este artículo muestra las opiniones (y en menor medida, también los conocimientos) sobre evaluación que posee el profesorado español (y más concretamente, el de la Región de Murcia, espacio que hemos utilizado como "campo de pruebas") de Geografía e Historia de Educación Secundaria Obligatoria (ESO); específicamente sobre formación, contenidos y competencias evaluados, y cómo afrontan los cambios legislativos en este ámbito. Los datos se obtuvieron de entrevistas y grupo de discusión. Los resultados indican que los docentes tienen escasa formación en cuanto a la evaluación, de ahí que sus opiniones mantengan posicionamientos tradicionales y evalúen al alumnado fundamentalmente mediante exámenes escritos centrados en contenidos conceptuales, quedando lejos de una evaluación ajustada a las competencias básicas, más ligadas a los contenidos procedimentales. Consecuentemente, las reformas legales educativas tienen escasa repercusión en el quehacer diario de los profesores.
Th is article shows the opinions (and to a lesser degree, the knowledge) of evaluation expressed by Spanish teachers (and more concretely, teachers in the Region of Murcia, a place we have used as a “testing ground”) in Geography and History in Compulsory Secondary Education (eso); specifi cally in terms of the formation, content, and competencies evaluated, as well as the handling of legislative changes in this setting. Th e data were obtained from interviews and discussion groups. Th e results indicate that the teachers have little training in evaluation; therefore, their positions remain traditional and they evaluate students fundamentally through written exams centered on conceptual content, far from evaluation adjusted to basic competencies that are linked more to procedural content. As a consequence, legal reforms in education have little eff ect on teachers’ daily work.
Th is article shows the opinions (and to a lesser degree, the knowledge) of evaluation expressed by Spanish teachers (and more concretely, teachers in the Region of Murcia, a place we have used as a “testing ground”) in Geography and History in Compulsory Secondary Education (eso); specifi cally in terms of the formation, content, and competencies evaluated, as well as the handling of legislative changes in this setting. Th e data were obtained from interviews and discussion groups. Th e results indicate that the teachers have little training in evaluation; therefore, their positions remain traditional and they evaluate students fundamentally through written exams centered on conceptual content, far from evaluation adjusted to basic competencies that are linked more to procedural content. As a consequence, legal reforms in education have little eff ect on teachers’ daily work.
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Citation
Revista Mexicana de Investigación Educativa, 20(66), 737-761.
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