Using virtual platform for giving feedback in teachers' training

Abstract

Given the current importance of the use of Information and Communication Technologies (ICT) in training processes, it is interesting to know how these tools are integrated into teaching and learning processes, specifically in the evaluation and feedback of practices in teacher training. This study deals with the types of written feedback provided by tutors and mentors to teachers in training through the use of the virtual platform Sistema de Evaluación De Prácticas Docentes (SEPRAD) and to know the level of satisfaction that future teachers have when using this technological support. For that reason, a retrospective qualitative design with an interpretative approach was applied. The participants were 34 university tutors, 96 schools mentors and 315 teachers in training from different Pedagogy careers. Among the most relevant results, it stands out that the tutors provide mostly authoritative feedback, with a marked orientation for correction. Regarding the use of the virtual platform, teachers in training value it positively, but demand possibilities of a higher interactivity between peers, tutor and mentor. The implications of these findings for teacher in training are discussed, as well as the potential of the virtual platform to bring on the feedback.