Estud. pedagóg.  vol.42 no.3; Abstract: S0718-07052016000400011
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vol.42 no.3Tensions in the construction of academic identities in a Chilean universityCritical analysis of discourses of mathematics teachers and their students: subjectivities and knowledge in heterogeneous classrooms  author indexsubject indexsearch form
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Estudios pedagógicos (Valdivia)
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Abstract

HORTIGUELA ALCALA, David, PEREZ PUEYO, Ángel and MORENO DONA, Alberto. How do we teach future teachers?: Documentary analysis and contrast between students and teachers perceptions. Estud. pedagóg., 2016, vol.42, no.3, p.207-221. ISSN 0718-0705.

In this article the categories of involvement in the evaluation, learner autonomy to work and the implementation of teaching strategies are analyzed. The study was conducted in the Primary Education Programme at the Faculty of Education in the University of Burgos, Spain. 122 students and 15 teachers of the programme participated. We used a qualitative methodology in which three data collection instruments were used: a) analysis of 20 subjects teaching guides, b) group technique to encourage conversation with students c) group discussion with teachers. Students demonstrate that learning is higher and more useful when evaluative procedures, that enable them involved in the process, are articulated. Teachers have disagreements about the training and evaluative level that the teaching approach to be used must have.

Keywords: involvement in evaluation; autonomy; teaching strategies; group discussions; document analysis.

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