Percepciones de los docentes sobre la retroalimentación en el proceso de enseñanza-aprendizaje y su aplicación en la práctica educativa del nivel primaria en un colegio parroquial de Lima en un contexto de pandemia
Date
2023-05-10
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Pontificia Universidad Católica del Perú
Abstract
La retroalimentación como uno de sus procesos elementales de la
evaluación formativa debería valorarse, sobre todo, por su impacto en el
aprendizaje. La importancia subyace en la participación activa de los estudiantes
y docentes. Ello es posible cuando el estudiante se posiciona como un aprendiz
activo que busca informar sus propios juicios a partir del recurso de la información
recibida de varias fuentes. La significatividad de la participación del docente
radica en obtener información útil sobre cómo progresan los estudiantes, ello
implica planificar estrategias que le permitan recoger y comunicar la información
sobre el nivel de logro del aprendizaje.
La investigación tiene como objetivo general: analizar las percepciones de
los docentes sobre la retroalimentación en el proceso de enseñanza-aprendizaje y
su aplicación en la práctica educativa del nivel primaria en un colegio parroquial
de Lima en un contexto de pandemia y como objetivos específicos: describir las
percepciones de los docentes sobre la definición, las características y la
importancia de la retroalimentación en el proceso de enseñanza-aprendizaje e
identificar las estrategias de retroalimentación utilizadas por los docentes en su
práctica educativa.
La investigación se enmarca en un enfoque cualitativo, de nivel descriptivo;
utilizando el método de estudio de caso. Para el recojo de información, se aplicó
la técnica de la entrevista semiestructurada y la observación, con sus respectivas
guías, aplicados a seis docentes del área de Comunicación del nivel primaria.
El análisis y discusión de los resultados permitieron identificar que todas las
docentes definen a la retroalimentación como elemento fundamental del proceso
de evaluación, sin embargo, solo una minoría logra vincularlo dentro de la
evaluación asumida desde el enfoque formativo. Respecto a la práctica educativa considerando las estrategias de la retroalimentación existe una dicotomía entre lo
que declaran y lo que realmente aplican.
Palabras claves: evaluación para el aprendizaje, retroalimentación, rol de la
retroalimentación y prácticas de retroalimentación.
Feedback as one of its elementary processes of formative evaluation should be valued, above all, for its impact on learning. The importance lies in the active participation of students and teachers. This is possible when the student positions himself as an active learner who seeks to inform his own judgments based on the information received from various sources. The significance of the teacher's participation lies in obtaining useful information on how students progress, this implies planning strategies that allow him to collect and communicate information on the level of learning achievement. The research has as a general objective: to analyze the perceptions of teachers about feedback in the teaching-learning process and its application in the educational practice of the primary level in a parochial school in Lima in a context of pandemic and as specific objectives: to describe teachers' perceptions about the definition, characteristics and importance of feedback in the teaching-learning process and, identify the feedback strategies used by teachers in their educational practice. The research is framed in a qualitative approach, descriptive level; using the case study method. For the collection of information, the technique of semi- structured interview and observation was applied, with their respective guides, applied to six teachers in the area of Communication at the primary level. The analysis and discussion of the results made it possible to identify that all the teachers define feedback as a fundamental element of the evaluation process, however, only a minority manages to link it within the evaluation assumed from the formative approach. Regarding the educational practice considering the feedback strategies, there is a dichotomy between what they declare and what they really apply.
Feedback as one of its elementary processes of formative evaluation should be valued, above all, for its impact on learning. The importance lies in the active participation of students and teachers. This is possible when the student positions himself as an active learner who seeks to inform his own judgments based on the information received from various sources. The significance of the teacher's participation lies in obtaining useful information on how students progress, this implies planning strategies that allow him to collect and communicate information on the level of learning achievement. The research has as a general objective: to analyze the perceptions of teachers about feedback in the teaching-learning process and its application in the educational practice of the primary level in a parochial school in Lima in a context of pandemic and as specific objectives: to describe teachers' perceptions about the definition, characteristics and importance of feedback in the teaching-learning process and, identify the feedback strategies used by teachers in their educational practice. The research is framed in a qualitative approach, descriptive level; using the case study method. For the collection of information, the technique of semi- structured interview and observation was applied, with their respective guides, applied to six teachers in the area of Communication at the primary level. The analysis and discussion of the results made it possible to identify that all the teachers define feedback as a fundamental element of the evaluation process, however, only a minority manages to link it within the evaluation assumed from the formative approach. Regarding the educational practice considering the feedback strategies, there is a dichotomy between what they declare and what they really apply.
Description
Keywords
Aprendizaje (Educación)--Retroalimentación (Psicología), Educación primaria--Perú--Lima--Evaluación
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