Evaluation as an Object of the Reflective Practice for of Natural Science Teachers

Abstract

This article presents a study developed in collaboration with Natural Sciences teachers to implement a model of reflective practice in instances of continuous teacher training on learning evaluation. In the context of Natural Sciences education, coherence between the conception of learning, pedagogical practices, and evaluation must be addressed. The analysis of the evaluations carried out to reorient the construction of learning will make it possible to show what difficulties the students are going through. Thus, evaluation can become a reflective process that helps to reorient the teaching and learning processes. The implemented reflective practice model is organized in two stages made up of five components. The first stage -which corresponds to the one developed in this study- is proposed to initiate teachers in the reflection process and the actions are coordinated and accompanied by a mediator. The article describes the components of this first stage and its development in the context of continuous training and presents the results of the initial inquiry techniques and evaluation of the reflective process. The results have made it possible to identify the social representations of teachers about the evaluation and its influence on the educational process and show the positive assessment that teachers have made about the contributions of the reflective practice proposal.