Retroalimentación formativa en el desempeño docente
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
La retroalimentación formativa es un proceso por el cual se comparten inquietudes y sugerencias que permitan potenciar la reflexión acerca del desempeño del estudiante; la investigación tuvo como objetivo analizar la retroalimentación formativa y el desempeño docente. Para ello se examinaron los aspectos hasta ahora abordados como parte del proceso de aprendizaje; en ese sentido se observó la carencia de ésta como elemento pedagógico fundamental por parte del docente. Se realizó una búsqueda bibliográfica en diversas bases de datos especialmente de Scielo y Scopus, aplicando los descriptores: "Retroalimentación formativa" y "desempeño docente". La información evidenció la deficiencia en el uso del feedback en los estudiantes y la motivación del pensamiento crítico de los mismos. Llegando a la conclusión que los docentes requieren utilizarla para brindar diversos comentarios, contra preguntas y apreciaciones a los estudiantes, dirigidas a definir cómo realizar el producto encomendado.
Formative feedback is a process by which concerns and suggestions are shared to enhance reflection on student performance; the objective of the research was to analyze formative feedback and teacher performance. For this purpose, the aspects so far addressed as part of the learning process were examined; in this sense, the lack of this as a fundamental pedagogical element on the part of the teacher was observed. A bibliographic search was carried out in several databases, especially Scielo and Scopus, applying the descriptors: "Formative feedback" and "teaching performance". The information evidenced the deficiency in the use of feedback in students and the motivation of their critical thinking. It was concluded that teachers need to use it to provide various comments, counter-questions and appreciations to students, aimed at defining how to carry out the assigned product.
Formative feedback is a process by which concerns and suggestions are shared to enhance reflection on student performance; the objective of the research was to analyze formative feedback and teacher performance. For this purpose, the aspects so far addressed as part of the learning process were examined; in this sense, the lack of this as a fundamental pedagogical element on the part of the teacher was observed. A bibliographic search was carried out in several databases, especially Scielo and Scopus, applying the descriptors: "Formative feedback" and "teaching performance". The information evidenced the deficiency in the use of feedback in students and the motivation of their critical thinking. It was concluded that teachers need to use it to provide various comments, counter-questions and appreciations to students, aimed at defining how to carry out the assigned product.
Description
Vol. 7, No. 27