La Retroalimentación por Pares a través del Diálogo Vista por el Alumnado
Palabras clave:
Retroalimentación por pares, Evaluación formativa, Diálogo, Formación de profesores, Tríadas reflexivas
Esta obra está bajo una licencia internacional Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0.
Resumen
La investigación demuestra la importancia de la retroalimentación entre iguales para su aprendizaje, especialmente en quien elabora los comentarios frente a quien los recibe. Esta investigación se centró en conocer la percepción del alumnado respecto a las repercusiones de brindar retroalimentación por pares a través del diálogo. Los datos se recabaron en el marco de una acción formativa con 30 estudiantes del último curso del Grado en Magisterio. El encuadre educativo tuvo lugar en la estrategia de las tríadas reflexivas y los datos cualitativos se recogieron a partir de los informes que elaboraron. La información extraída se analizó siguiendo la teoría fundamentada, de la que emergieron dos categorías de análisis en torno a las esferas emocional y ejecutiva. Los resultados mostraron emociones tanto de valencia agradable como desagradable. En cuanto al control ejecutivo, se evidenciaron diversos niveles de consolidación. El estudio concluye que es necesario identificar las emociones desagradables para iniciar procesos personales de transformación. A su vez, es preciso promover avances en el dominio ejecutivo de los estudiantes en los procesos básicos para la retroalimentación, que permitan consolidar los de orden superior. Todo ello contribuirá positivamente al desempeño de la retroalimentación por pares a través del diálogo.
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