Los Instrumentos y dimensiones de evaluación de la formación en la práctica profesional de los futuros docentes

Instruments and dimensions of evaluation of training in the professional practice of future teachers

Abstract

This article was derived from a research process that aimed to identify the instruments and dimensions considered in recent research to evaluate the professional training of future teachers and to establish their relationship with the 2018 Plan and Program of Studies for the Bachelor's Degree in Educational Inclusion. Qualitative content analysis was used as a technique. The results show that the most frequently used instruments were questionnaires, interviews, question guides, and documentary analysis. Some dimensions identified in the research conducted in Spanish were: attention to students' needs and learning styles; symbolic, affective, didactic, and personal dimensions; diagnostic evaluation; planning; school management; teaching sequences; educational research resources; personal dimension; joint tutor-intern reflection; attention to students; and assessment of learning, among others. In the research conducted in English, the dimensions addressed were: strategic planning, pedagogical knowledge, didactic communication, teacher cognition, teacher practices, student performance and development, teacher success expectations, task values, pedagogical knowledge of teaching practice, character, meta-learning and linking active learning teaching strategies, professional commitment, self-management, among others. There is a significant relationship between normative documents and recent research regarding the use of instruments and dimensions. It is concluded that the dimensions in normative documents and research are unclear and general. The study confirmed the presence of didactic, value, personal, interpersonal, and social dimensions.