Professional competences of future teachers of Secondary Education. Case study of the formative evaluation promoted by e-rubrics in the specialty of Physics and Chemistry.

Abstract

In a case study on students on the Masteŕs Degree in Secondary Education in the speciality of Physics and Chemistry, is investigated the functionality of an e-rubric during the performance of their external practices. The effectiveness of this tool is examined from a double approach: As a regulator of learning and also as an evaluation tool for the training process. For this reason, the qualifications achieved on the professional competences are analysed: Planification; Teaching and Evaluation; Innovation and reflection on the practice and Integration in the school and cooperative work, all of which have been evaluated by every participant involved (the student and his/her tutors, both professional and academic). Didactic aspects which are considered by the students to be of relevant importance for their training are also identified among the metaknowledge of the curriculum, categorising them as facilitators or obstructionists. These factors have been associated to six areas of interest in the educational context where the students initiate their professional development: Personality and Teacher Motivation, Professional Environment, Elaboration of Teaching Proposals, Classroom Implementation, Training Evaluation or Educational System. Finally, relations between these areas and their contribution to formative self-regulation are established from teaching intervention strategies using the e-rubric, taking into consideration its usefulness on university science education of teachers in training.