La competencia reflexiva y la alfabetización evaluadora en la formación inicial de maestros: una propuesta formativa centrada en dinámicas de observación y evaluación entre iguales

Résumé

This contribution aims to present the first results of a teaching innovation project carried out in the teaching degrees of the Faculty of Education, Psychology and Social Work (FEPTS) of the University of Lleida. The project aims to promote the reflective competence in pre-service teacher training through the critical analysis of class recordings with a systematic observation instrument (TIOS) in two groups of students taking subjects of English didactics as a foreign language in the second (GI) and last year (GM). A pedagogical intervention was designed in which the students carried out group classroom simulations that were recorded and peer analyzed using the TIOS indicators, identifying areas for improvement. Subsequently, they evaluated their teaching performance, also based on the TIOS indicators, together with the feedback received from their peers to set improvement objectives. To analyze the impact of the intervention, a pre-/postquestionnaire was administered, tapping into students' perceptions of observation and peer feedback and the role these strategies play in the development of their teaching skills. The data collected indicate that there are differences between the groups in their understanding of observation and feedback and how they feel about these tools when they are used to analyze their teaching practice.