Territorios epistémicos sobre la evaluación del aprendizaje en estudiantes de formación inicial

Abstract

This study seeks to understand the epistemic territories established by students in the pre-service training stage on the evaluation of learning. For this, an analysis of the regulations and different experiences of teachers on learning assessment is presented in the background. The work on the categories of epistemic territories, pre-service teacher training and learning assessment is conceptually based. The methodological design is based on ethnography, going to the analysis of the study plans, interviews and non-participant observations recorded in a field diary. The population under study are students of the Bachelor of Basic Education with an Emphasis in Social Sciences of the Francisco José de Caldas District University. The collection of information allows identifying, characterizing and presenting the epistemic territories that are established in the interaction between the knowledge and actions of the students in relation to the evaluation of learning in their formative process. Each of the methodological phases definition of analysis categories, design of instruments and definition of epistemic territories, were approved by peers and experts in the area, in a progressive validation process that collects the results of one stage to continue with the next and present some conclusions that assess these views to develop a coherent research process.