Positioning for Teachers of Science in the Evaluation of Learning: An Approach to its Subjectivities

Posicionamiento de los docentes de ciencias en la evaluación de los aprendizajes: una aproximación a sus subjetividades

Positionnement des professeurs de sciences dans l'évaluation de l'apprentissage: une approche de leurs subjectivités

Osbaldo Turpo-Gebera (1)

1 PUCP - Pontificia Universidad Católica del Perú = Pontifical Catholic University of Peru

Pedagogical and epistemological criteria of science teachers to guide their thoughts and educational activities are evident through the recognition of the positions assumed, as expressions of subjectivity teaching. Teachers in this discourse, reveal a state of confusion over terminology and explanatory interpretive frameworks that support their views and assessment practices, which appear as traditional and innovative, without distinction. Such interventions express the reduced effectiveness of teacher training process changes promoted, and conversely, a series of embarrassments in making pedagogical decisions.

Mots clés: didactic of science; assessment of learning; teacher subjectivity; evaluative perspectives

Domaines: Education

Osbaldo Turpo-Gebera. Posicionamiento de los docentes de ciencias en la evaluación de los aprendizajes: una aproximación a sus subjetividades . Educación Química, 2013, 24 (2), pp.230-236. ⟨10.1016/S0187-893X(13)72467-4⟩. ⟨halshs-01662122⟩