Feedback and formative evaluation in a teachers reflexive practicum

Abstract

The aim of this paper is to describe a practicum formative proposal that uses active learning methodologies and formative assessment, in line with the new training paradigm outlined in the European Higher Education Area, in order to enhance the development of the reflective competence in Infant and Primary pre-service teachers. More specifically, in this paper we analyze the role of formative evaluation and of feedback to favor reflective processes in a practical proposal for future teachers. Likewise, we will try to facilitate the understanding of the meanings that the participants of this research are conferring to this new way of understanding evaluation in higher education, identifying a series of benefits that emerge from this type of evaluation, as well as some of the barriers that could hamper their development.