Contribución de los equipos reflexivos para el fortalecimiento de una cultura evaluativa en un centro de prácticas de nivel preescolar

Abstract

This thesis seeks to be a help for the reflexive processes carried out with the technicians in early childhood education working in an educational institution and also with the students who are performing their intermediate professional practice in their corresponding center. The objective of this process is to create an evaluative culture that starts with the development of skills for reflection. From this point of view, this thesis try to establish the contribution made by the reflexive team of the educational center in relation with the strengthening of the evaluative culture and considering the reflexive experiences lived by the students “Technician in early childhood education” (Intermediate professional practice in a preschool center). For this approach it is vital to understand how the professor handles the educational learning process based on the reflexive experiences. The professor here should utilize different evaluative tools with the objective of developing students with self-reflexive characteristics. Currently it is mandatory to form the technician with this perspective. Thus, knowing if the students are an important part of this process and understanding how the evaluation is measuring this, is a challenge. The methodology created for this investigation is based on a single case study. For this purpose a fieldwork has been designed aimed to answer the question of the investigation. The method used is a profound examination of the reflexive descriptive process developed in two areas: classroom and center of practice. According to the foregoing, different techniques and instruments were utilized: - The analysis techniques of indirect content applied to the professor’s plan that was measured through a rubric designed for such purpose. Its objective was to analyze how the study plan was planned taking into consideration the classroom implementation. Also, an observation guideline as a rubric was implemented to verify if what was planned was performed during the process. Also it was used the analysis of direct content to analyze and complement the information obtained from the first source. This information took a focus group and was applied to the students focusing on their reflexive experiences acquired during the learning process. This process was performed in the classroom and also during the intermediate practices made in the center of practices. Afterward, the guide professor of the educational center as well as the guide educator of the students (center of practice) were interviewed. Both aspects were fundamental for the triangulation of data considering the sources previously indicate According to the results that were analyzed, we can conclude from a general perspective considering both cases set in this investigation: Once the investigation was made, we can fully perceive elements of methodology, evaluation and study programs that were designed by the professors and reflect a level of “reflexibilidad disimil” (reflexive teams) with the purpose to develop the skill for reflection and in relation with what was learned by the students (evaluation indicators). All this was set during the professor’s professional tasks and while the professors were in classroom (methodology, work techniques and evaluation strategies). The students ability for reflection is emphasized in the practice center. Here the guide educator works with the students seeking this purpose before, during and after they performed the intermediate practice. On the other hand it is seen a lack of observation by the students in the same moments where the technical team and the technician in early childhood are working in that area. The professional therefore should reinforce this weakness and work with them to develop this lack of observation.