Training feedback: a competential challenge for today's teachers
Journal Title: Prohominum - Year 2021, Vol 3, Issue 1
Abstract
The construction of the meaning of learning in traditional education has been focused on correcting, identifying errors and finally, grading. This demotivates students, since their effort, whatever the result, is diminished and undervalued. The dynamics of today's education require another formative vision, one that includes all the actors in the process, which represents a challenge for institutions.In addition, it articulates the true competence, only of the teacher, but also the interests of the students. Therefore, the present study aims to analyze the implementation of the REFOR program for the improvement of teaching competence in the evaluation of learning in apublic institution of Catacaos. It is a descriptive field study, which used a sample of 31 primary school teachers from the José Jacobo Cruz Villegas Educational Institution in Catacaos.In conclusion, the five dimensions of teaching competence in learningyielded an average of 75% as a cumulative percentage of the low and medium levels; therefore, the REFOR program is an excellent alternative for teachers to improve their competence in the development of formative feedback
Authors and Affiliations
Katia Yesenia Álvarez-Castro, Luisa Socorro Martino-Ortiz, Jesús David Morales-Yépez, Elsi Trexi Velasco-Moreira
Keywords
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- EP ID EP707820
- DOI 10.47606/ACVEN/PH0054
- Views 53
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