From Practice to Evaluative Praxis. A Contribution from Pedagogical Networks
The reflection article presented below synthesizes part of the doctoral thesis, currently candidate, called: Pedagogical Conversational Networks and Evaluative Cultures for Learning attached to the line of Curriculum and Evaluation of the Doctorate in Education of Santo Tomás University in Bogotá, C...
Збережено в:
| Автори: | , |
|---|---|
| Формат: | Online |
| Мова: | Іспанська |
| Опубліковано: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2023
|
| Предмети: | |
| Онлайн доступ: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2869 |
| Теги: |
Немає тегів, Будьте першим, хто поставить тег для цього запису!
|
| Резюме: | The reflection article presented below synthesizes part of the doctoral thesis, currently candidate, called: Pedagogical Conversational Networks and Evaluative Cultures for Learning attached to the line of Curriculum and Evaluation of the Doctorate in Education of Santo Tomás University in Bogotá, Colombia. The contributions of this article are aimed at answering What is the contribution of pedagogical networks in evaluative praxis? For the general process, a qualitative research methodology was implemented, with a hermeneutic approach, addressed with the method of Action Research, which promotes, among others, the awareness of the actors in the educational transformation processes (Sandín, 2003). Specifically, the research was carried out in the setting of a Colombian pedagogical teachers’ network known as the REDDI (Network of Teacher Researchers) and, one of its groups, called: 360° Evaluative Culture Node. The conclusions of this reflection highlight the contribution made by pedagogical networks in the empowerment of a transformative evaluator subject aware of their role and praxis, who qualifies him-self permanently in the various formal and informal conversational scenarios that are experienced in the dynamics of a pedagogical network. Likewise, emphasis is placed on achieving an evaluative praxis that counteracts the persistent emphasis on instrumentalization in school evaluation, still present in the 21st century. |
|---|