Evaluación formativa, uso de las TIC y articulación curricular en la carrera de pedagogía en filosofía y los cursos de filosofía en el sistema escolar medio o secundario en Chile.
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| Title: | Evaluación formativa, uso de las TIC y articulación curricular en la carrera de pedagogía en filosofía y los cursos de filosofía en el sistema escolar medio o secundario en Chile. |
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| Alternate Title: | Formative assessment, use of ICT and curricular articulation in the philosophy pedagogy career and philosophy courses in the middle or secondary school system in Chile. Avaliação formativa, uso das TIC e articulação curricular na carreira de pedagogia filosófica e nos cursos de filosofia do ensino médio ou secundário no Chile. |
| Authors: | Lombardo-Bertolini, Patricio1 patricio.lombardo@pucv.cl, Pizarro-Herrmann, Álvaro1 alvaro.pizarro@pucv.cl, Herrera-Urízar, Gustavo2 gustavo.herrera@ub.edu, Cisternas-Negrete, Souly3 soulycist@gmail.com |
| Source: | Revista Práxis Educativa. 2024, Vol. 19, p1-18. 18p. |
| Subject Terms: | *College teachers, *Philosophy teachers, *Formative evaluation, *Secondary education, *Focus groups |
| Abstract (English): | The study analyzes the perceptions that university and secondary teachers have about formative assessment, the use of ICT and the curricular articulation present in the philosophy pedagogy career and philosophy courses in the school system in Chile. The research is qualitative and is based on the implementation of focus groups. Philosophy pedagogy teachers from a Chilean university and teachers from private subsidized middle or secondary education centers participated in this process. The results of this research shed light on the similarities and discursive tensions that exist between the different actors in the field of university and secondary education around formative assessment, technology and curricular articulation. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El estudio analiza las percepciones que tiene el profesorado universitario y secundario acerca de la evaluación formativa, el uso de las TIC y la articulación curricular presente en la carrera de pedagogía en filosofía y los cursos de filosofía en el sistema escolar en Chile. La investigación es cualitativa y se conforma con la implementación de grupos focales, en este proceso participaron profesores de pedagogía en filosofía de una universidad chilena y profesores de centros particulares subvencionados de educación media o secundaria. Los resultados de esta investigación arrojan luz sobre las similitudes y tensiones discursivas que existen entre los diferentes actores del campo de la educación universitaria y secundaria en torno a la evaluación formativa, la tecnología y la articulación curricular. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O estudo analisa as percepções que os professores universitários e secundários têm sobre a avaliação formativa, o uso das TIC e a articulação curricular presente na carreira de pedagogia filosófica e nos cursos de filosofia do sistema escolar no Chile. A pesquisa é qualitativa e baseia-se na implementação de grupos focais, dos quais participaram professores de pedagogia filosófica de uma universidade chilena e professores de centros privados subsidiados de ensino médio ou secundário. Os resultados desta investigação lançam luz sobre as semelhanças e tensões discursivas que existem entre os diferentes atores do campo da educação universitária e secundária em torno da avaliação formativa, da tecnologia e da articulação curricular. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The study analyzes the perceptions that university and secondary teachers have about formative assessment, the use of ICT and the curricular articulation present in the philosophy pedagogy career and philosophy courses in the school system in Chile. The research is qualitative and is based on the implementation of focus groups. Philosophy pedagogy teachers from a Chilean university and teachers from private subsidized middle or secondary education centers participated in this process. The results of this research shed light on the similarities and discursive tensions that exist between the different actors in the field of university and secondary education around formative assessment, technology and curricular articulation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 18094031 |
| DOI: | 10.5212/PraxEduc.v.19.22669.010 |
