Subjective science teachers in the evaluation of learning

被引：0
|
作者：
Gebera, Osbaldo Turpo [1 ]
机构：
[1] Univ Nacl Mayor San Marcos, Lima, Peru
来源：
REVISTA PERUANA DE INVESTIGACION EDUCATIVA | 2012年 / 4卷 / 04期
关键词：
Assessment of learning; didactic of science; evaluative perspectives; teacher subjectivity;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The subjectivity of science teachers about their thoughts and actions are evaluative evidence through the recognition of the positions assumed. Science 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 further distinction. These interventions teachers express the reduced effectiveness of the processes of teacher training in the changes promoted, generating, on the contrary, a series of embarrassments in making pedagogical decisions.
引用
收藏
页码：172 / 198
页数：27
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