Conocimientos previos sobre evaluación de aprendizaje en programas de preparación y acceso a pedagogía de dos universidades regionales chilenas

Objective. Having teachers who understand assessment of and for learning is an expectation of current school systems. It supposes the development of specialized knowledge in evaluation from the Initial Teacher Training, a stage where it is intended to attract the best applicants. Methodology. By means of an instrumental multiple case study, this research inquires about the previous knowledge of 121 students enrolled in Preparation and Access Programs to Pedagogy careers in two regional universities in the center-south of Chile. The questionnaire designed contains hypothetical situations of professional practice and structured response items (Appreciation Scale), with space for written comments. Results. After the application in 2023, coincidences were observed when answering the scales, with positions in favor of the use of process evaluation, effective feedback, and diversification of the evaluation. Likewise, the participants formulate sentences focused on teaching and agency as evaluator, with some reactions in imperative mode. Conclusions. It is concluded that this type of instrument provides an empirically based input for learning to write about teaching and evaluation, from which to orient their professional teacher training

Data collection · Professional development · Education and Teacher Training · Educational Innovations and Technology · Educational Methods and Psychological Studies