Influencia del constructivismo en la evaluación en currículos de formación docente en Educación Física.
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| Title: | Influencia del constructivismo en la evaluación en currículos de formación docente en Educación Física. |
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| Alternate Title: | Influence of constructivism on evaluation in teacher training curricula in Physical Education. Influência do construtivismo na avaliação nos currículos de formação de professores em Educação Física. |
| Authors: | Stieg, Ronildo1 ronildo.stieg@ufes.br, Sarni, Mariana2 mariana.sarni@isef.udelar.uy, dos Santos, Wagner3 wagner.santos@ufes.com |
| Source: | Revista Colombiana de Educación. Apr-Jun2025, Issue 95, p1-25. 25p. |
| Subject Terms: | *Physical education teachers, *Assessment of education, *Physical education, Comparative method, Professional practice |
| Abstract (English): | The article analyzes the content prescribed in subject plans to identify the conceptions of assessment and Teacher Education in assessment in Physical Education courses in five South American countries (Chile, Colombia, Ecuador, Uruguay and Venezuela). It is characterized by being a qualitative, exploratory research, based on documentary analysis and the comparative method. The sources are 10 subject plans, and 25 bibliographies prescribed in these plans. The results show that the subjects prescribe two categories of assessment conceptions: a) the endogenous constructivists; and b) the dialectical constructivists. It concludes that the subjects have considered different assessment conceptions but aligned with the conception of Teacher Education in assessment in Physical Education courses in the countries analyzed. In addition, it points out that it is necessary to seek effective means to enhance the teaching and assessment processes, which at the same time contribute to the learning and appropriation of knowledge by future teachers about assessment conceptions, their origins, scope and advantages in the context of professional teaching practice. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El artículo analiza el contenido de los programas de algunas asignaturas de las carreras de Educación Física de cinco países de Sudamérica (Chile, Colombia, Ecuador, Uruguay y Venezuela) para identificar las concepciones de evaluación y de formación del profesorado en preparación. Se trata de una investigación cualitativa, exploratoria, basada en el análisis documental y en el método comparativo. Se utilizan como fuentes diez programas de asignaturas y veinticinco bibliografías prescritas en estos programas. Los resultados muestran que las asignaturas prescriben dos categorías de concepciones evaluativas: a) las constructivistas endógenas; y b) las constructivistas dialécticas. Se concluye que las asignaturas han tenido en cuenta diferentes concepciones evaluativas, alineadas con la concepción de formación profesional en evaluación en carreras de Educación Física en los países analizados. Además, se destaca la necesidad de buscar medios efectivos para mejorar los procesos de enseñanza y evaluación, que contribuyan al aprendizaje y a la apropiación de conocimientos por parte de los futuros docentes sobre las concepciones evaluativas, sus orígenes, alcances y ventajas en el contexto de la práctica profesional. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O artigo analisa o conteúdo prescrito nos planos de disciplinas para identificar as concepções de avaliação e formação de professores em avaliação nos Educação Física de cinco países da América do Sul (Chile, Colômbia, Equador, Uruguai e Venezuela). Trata-se de uma pesquisa qualitativa, exploratória, baseada na análise documental e no método comparativo. As fontes são 10 planos específicos do tema e 25 bibliografias prescritas nesses planos. Os resultados mostram que as disciplinas prescrevem duas categorias de concepções avaliativas: a) construtivistas endógenas; e b) construtivistas dialéticas. Conclui-se que os planos de disciplinas levaram em conta diferentes concepções avaliativas, mas alinhadas à concepção de formação profissional em avaliação nos cursos de Educação Física nos países analisados. Além disso, destaca-se a necessidade de buscar meios eficazes para potencializar os processos de ensino e avaliação, que por sua vez contribua para a aprendizagem e apropriação de conhecimentos pelos futuros professores sobre as concepções avaliativas, suas origens, abrangência e vantagens no contexto da prática profissional. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The article analyzes the content prescribed in subject plans to identify the conceptions of assessment and Teacher Education in assessment in Physical Education courses in five South American countries (Chile, Colombia, Ecuador, Uruguay and Venezuela). It is characterized by being a qualitative, exploratory research, based on documentary analysis and the comparative method. The sources are 10 subject plans, and 25 bibliographies prescribed in these plans. The results show that the subjects prescribe two categories of assessment conceptions: a) the endogenous constructivists; and b) the dialectical constructivists. It concludes that the subjects have considered different assessment conceptions but aligned with the conception of Teacher Education in assessment in Physical Education courses in the countries analyzed. In addition, it points out that it is necessary to seek effective means to enhance the teaching and assessment processes, which at the same time contribute to the learning and appropriation of knowledge by future teachers about assessment conceptions, their origins, scope and advantages in the context of professional teaching practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01203916 |
| DOI: | 10.17227/rce.num95-19047 |
