Evaluación formativa en el aula: un análisis desde los significados de educadoras de párvulos en formación

Abstract

The main objective of the present study examines how last-year preschool education students in training define the subject of formative evaluation and feedback. The methodology is qualitative and is conducted at a university from the Maule region (Chile). Data is gathered by conducting individual episodic interviews followed by a content analysis and a survey of categories around five dimensions. The results show a clear understanding by students of the purposes and applications of formative assessment and feedback strategy management. Students also highlight their pedagogical functions when working with children. In conclusion, these findings open promissory perspectives for dialogue at the regional level that can enrich teacher training since teachers understand it as a two-way relationship in the context of professional teaching applications.