|Title||Knowing Pedagogical Evaluation of the Teaching Staff that Performs in Vulnerable Schools of the Commune of Arica. Arica and Parinacota Region, Chile|
|Year of Publication||2019|
|Advisor||Rodríguez-Gómez, D, Silva García, P|
This research has aimed to analyze the evaluation practices of teachers who work in vulnerable contexts, with the purpose of identifying the strategies used by them, to address the vulnerability of their students, identifying the demands that, from their experience, make to the initial formation. The qualitative study has used the semi-structured interview and discussion group as the information collection technique, and was carried out in vulnerable schools of the Arica-Chile Commune during the first half of 2018. The results show that teachers use evaluative strategies that promote dialogue, group reflection and the critical capacity of students, through procedures that encourage their self-evaluation, co-evaluation and metacognition. Those that are complemented with the formulation of open questions, the explanation of high expectations about performance and the use of emotional resources. The same that identify as genuine flaws in their initial training.