Teachers in training: learning about evaluation

Abstract

This report shows the results of the qualitative phase of a mixed-method study, with concurrent design by triangulation. The research started with the question: “How are teacher training schools teaching learning assessment?”. The general purpose was to describe the ways in which teachers-in-training learn to assess learning. The qualitative phase was developed based on the phenomenological paradigm, the qualitative approach, and the semi-structured interview technique. Eleven students from the Escuela Normal Rural Ricardo Flores Magón (Ricardo Flores Magón Rural Teacher Training School), from the 2012 and 2018 plans, participated. The interview script consisted of nine questions, which were intended to explore in the students the identification of: a) the IFD course where they learned about the evaluation of learning; b) when and what they apply the evaluation for; c) the intention with which they use the evaluation in the didactic planning designs, and, d) the identification of areas of opportunity in their own learning process. This instrument attempts to collect data to answer the first research question. Among the main results it was found that in teachers in training: 1. It is necessary to develop skills to apply the assessment instruments; 2. They show a need for knowledge about typologies, paradigms, approaches, methods, techniques, and instruments of learning assessment, and, 3. IFD must apply other teaching methodologies that allow for the development of knowledge, skills and attitudes in teachers-in-training on the assessment of learning.