La retroalimentación formativa en el proceso de enseñanza-aprendizaje de estudiantes en edad preescolar

• Autores: Karime Osorio Sánchez, Alexis Augusto López Mendoza
• Localización: Revista Iberoamericana de Evaluación Educativa, ISSN-e 1989-0397, Vol. 7, Nº. 1, 2014, págs. 13-30
• Idioma: español
• Títulos paralelos:
  • Formative Feedback in the Teaching-Learning Process of Preschool Students
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 23 Citas
• Resumen
  • español

    Este estudio se centró en analizar y comprender la manera como se les brinda retroalimentación a los estudiantes en edad preescolar entre los tres y los cuatro años de edad, y el rol que cumplen los padres de familia en el proceso de enseñanza y aprendizaje de sus hijos. De igual manera se examinaron las percepciones de los padres de familia y las docentes sobre el uso de una retroalimentación dentro del proceso de aprendizaje en este nivel. Para contestar las preguntas de investigación, se recogieron datos a través de grupos focales con docentes, entrevistas a padres de familia y observaciones de clase. Los datos fueron analizados cualitativamente usando teoría fundamentada. En este estudio encontramos que el uso de la retroalimentación aporta sustancialmente en la motivación que los estudiantes de preescolar tienen mejorar su desempeño académico y su proceso de formación dentro y fuera del aula y puedan desarrollar experiencias de aprendizaje más significativas en cada dimensión del desarrollo. Además se encontró que el trabajo conjunto entre el docente y los padres es fundamental en el proceso de evaluación en niños en edad preescolar.

  • English

    This study focused on analyzing and understanding how feedback is provided to preschool students of ages between three and four, and the role that parents play in the teaching and learning process of their children. Similarly, the perceptions of parents and teachers on the use of feedback in the learning process at this level were examined. To answer the research questions, data were collected through focus groups with teachers, parent interviews and classroom observations. Data were analyzed qualitatively using grounded theory. In this study we found that the use of feedback substantially motivates preschool students to improve their academic performance and their development process inside and outside the classroom and to develop more meaningful learning experiences in each development dimension. Additionally, it was found that the partnership between teachers and parents is essential in the assessment process in preschoolers.

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