Propuesta modelo de evaluación del impacto para la formación inicial docente universitaria

Resumo

The teaching practice is presented as a fundamental axis of the initial teacher training system (IDF). By understanding it as an activity in which processes of analysis and reflection on the pedagogical task must be installed, the evaluation processes that underlie it are subject to questions related to its instrumental character, centered in the qualification. The analysis of this process in terms of its impact in relation to the learning of the characteristics of the teaching function and the development of didactic thinking in future teachers is what will impel changes in this process and the generation of instances that contribute to The formative and participative orientation that implies the practice, starting from the incorporation of a contextualized and objective evaluation that tends to a reflexive practice and that transcends the sense of immediacy with which today the evaluation is addressed in the majority of the institutions of education Superior Chilean teacher trainers. The study carried out in the reality of the School of Initial Education of Bernardo O'Higgins University, with the careers of Pedagogy in Nursery Education and Pedagogy in Basic General Education, shows the need to propose an impact assessment model for the Initial university teacher training. That from a holistic perspective he proposes to observe this future teacher as an agent of change, whose task is no longer to focus only on the transmission of information, but to bet on the critical analysis of his own practice, with the purpose of improving it day by day, Generating learning environments that allow them to assume the responsibilities of their role in a world of constant social, economic and technological changes. Contemplating as elementary principles the presence of a systemic character that visualizes the IDF as an integrated whole and intending the articulation of the key contents of the IDF with the actual experience of the teaching practice.