Development of a critical pedagogical approach in pre-service teacher training to break with the traditional assessment in Kindergarten

Abstract

The aim of the study is to analyze the relationship between the transformation of the assessment processes of a group of kindergarten teachers and the relationship with the training models they lived. The study is based under a participatory action-research methodology, through the quality of the teachers participated in an in-service teacher training project on inclusive education. The results shows how the technical teacher training model experienced by the teachers during their pre-service teacher training influenced a traditional consideration and use of the assessment, while the training of the project, based on self-reflection processes, transformed their conceptions and uses of the assessment towards democratic positions. The research concludes in the need for pre-service teacher training to combine the experience of democratic evaluation with the development of a pedagogical approach in students.