RT info:eu-repo/semantics/doctoralThesis
T1 Formación permanente del profesorado a través de un seminario internivelar: aprender mediante investigación-acción sobre evaluación formativa y compartida
A1 Pascual Arias, Cristina
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Educación
K1 Educación permanente
K1 Formative Assessment
K1 Evaluación Formativa
K1 Permanent education
K1 Formación Permanente
K1 Action-Research
K1 Investigación-Acción
K1 5312.04 Educación
AB The aim of this doctoral thesis is to analyze the teaching development produced in an “Intern-level Seminar on Formative and Shared Assessment (F&SA)”, which develops a process of In-Service Teacher Education (ISTE) based on Action-Research (A-R) practices, as well as the functioning of this seminar and its results. Based on this objective, several specific objectives have been sequenced: (a) to analyze how the ISTE and the A-R contribute to the teaching development of the participants; (b) to evaluate the development of the seminar during four academic years; (c) to analyze the most relevant aspects of the F&SA practices that have been carried out in all educational stages; (d) to determine the most relevant results of these practices; (e) to analyze the consequences of the COVID-19 pandemic on the F&SA practices.  The research method developed is a mixed method design, specifically a predominantly qualitative case study. The data collection techniques were: participant observation, focus group discussion, two questionnaires, minutes of seminar meetings and reports of good practices prepared by teachers. The data obtained were analyzed by categorizing and coding a series of categories and sub-categories in line with the specific objectives, in order to achieve a global understanding of the information obtained. The results of the present study seem to indicate that: (a) the ISTE and the A-R cycles developed in the seminar have contributed to the teaching development of the participants; (b) the dynamics of the seminar have evolved favorably, adapting to the circumstances; (c) the most relevant aspects of the F&SA practices show that: some F&SA instruments are used in all educational stages, student participation is higher thanks to F&SA and the teacher's workload is higher when starting to develop these systems, then it decreases, as soon as the student's workload is usually adequate; (d) the most relevant results of F&SA practices show that students' academic performance is good at all stages, and teachers find more advantages than disadvantages to F&SA; (e) due to the COVID-19 pandemic, almost all teachers point out that F&SA facilitated the monitoring and development of distance education.
YR 2021
FD 2021
LK https://uvadoc.uva.es/handle/10324/59898
UL https://uvadoc.uva.es/handle/10324/59898
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 01-jun-2024