Student teachers’ self-assessment during teaching practicum: A literature review

Ana-Belén Pérez-Torregrosa; María-Jesús Gallego-Arrufat

doi:10.5380/atoz.v13i0.92347

Autores/as

Ana-Belén Pérez-Torregrosa Universidad de Jaén
María-Jesús Gallego-Arrufat Universidad de Granada https://orcid.org/0000-0002-2296-5431

DOI:

https://doi.org/10.5380/atoz.v13i0.92347

Palabras clave:

Evaluación educativa, Formación docente inicial, Practicum, Futuros docentes, Autoevaluación.

Resumen

Introducción: Este artículo revisa la literatura sobre autoevaluación del aprendizaje práctico de los futuros docentes, identifica incógnitas y formula posibles directrices para futuras investigaciones. La autoevaluación fomenta la autonomía, la autorregulación, la autoeficacia y el compromiso. Las preguntas que guía la revisión son: ¿Qué enfoques de investigación adoptan los estudios sobre autoevaluación de futuros docentes durante el practicum? ¿Qué aspectos se autoevalúan durante el practicum? ¿Qué sistemas se utilizan para la autoevaluación del aprendizaje práctico de los futuros docentes? Método: Se llevó a cabo una revisión sistemática de la literatura en las bases de datos seleccionadas, incluyen ERIC, WoS, Scopus y Dialnet. Tras un proceso sistemático de búsqueda y revisión, se analizaron 19 artículos. Resultados: Se analizan los artículos seleccionados, en concreto, el enfoque de investigación adoptado, aspectos autoevaluados durante el practicum y sistemas de autoevaluación utilizados por los futuros docentes. Conclusiones: La revisión pone de manifiesto que la autoevaluación en el practicum aún no está consolidada como estrategia de evaluación del aprendizaje preprofesional, pero aumenta la conciencia de las competencias propias de la profesión docente. La revisión ofrece al profesorado y a los tutores recomendaciones para la toma de decisiones sobre cuáles son las técnicas de autoevaluación más útiles y cómo adaptarlas al practicum.

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