|  UAM Ediciones  |  UAM
Tendencias Pedagógicas

Vol. 23 (2014): The new student in the European Higher Education Area en el Espacio Europeo de Educación Superior
Monograph Presentation

EVALUATION OF COMPETENCIES IN PRACTICUM ENVIRONMENTS OF THE MAGISTRY STUDIES THROUGH THE USE OF BLOGS

PDF (Español (España))
  • Elena Cano,
  • María Cinta Portillo,
  • Ignasi Puigdellívol
Elena Cano
Evaluación de competencias en los entornos de practicum de los estudios de magisterio mediante el uso de blogs. pp. 9-28
Published October 26, 2015

Keywords:

Competences, blogs, practical training period, formative evaluation, teacher education.
How to Cite
Cano, E., Portillo, M. C., & Puigdellívol, I. (2015). EVALUATION OF COMPETENCIES IN PRACTICUM ENVIRONMENTS OF THE MAGISTRY STUDIES THROUGH THE USE OF BLOGS. Tendencias Pedagógicas, 23, 9–28. Retrieved from https://revistas.uam.es/tendenciaspedagogicas/article/view/2068

Abstract

The new university degrees from EEES are designed for competences. The best environment to evaluate them is on the practices, when students respond to real situations. This research examines the use of blogs for skills assessment in a web 2.0 environment. With this intention has been followed five teachers and 69 teacher training students who have used this 2.0 environment for their practices. The achievements and challenges of the process are discussed.
PDF (Español (España))

Downloads

Download data is not yet available.

References

Allal, L. (1997), Avaluació formativa dels processos d'aprenentatge: el rol de les regulacions metacognitive. En T. Ribas (coord.) L'avaluació formativa en l'àrea de llengua (pp. 13-27). Barcelona: Graó.

Allal, L. (2000). Metacognitve regulation of writing in the classroom. En Camps,A. & Milian, M. (Eds.) Metalinguistic activity in learning to write (145-156). Amsterdam: University Press.

Bartolomé, A. (2008). El profesor cibernauta. ¿Nos ponemos las pilas? Barcelona: Editorial Graó.

Boekaerts, M., Pintrich, R., & Zeidner, M. (2000). Handbook of selfregulation, London: Academic Press.

Boud, D. (1991, 2ª ed.). Implementing student self assessment Campbelltown: Higher Education and Development Society of Australasia Incorporated.

Brabrand, C.; Dahl, B. (2009). Using the SOLO taxonomy to analyze competence progression of university science curricula. Higher Education, nº 58. 531-459.

Brown, J.S.; Adler, R.P. (2008). Minds on Fire: Open Education, the Long Tail, and Learning 2.0. EDUCAUSE Review, vol. 43, no. 1(January/February).

Calbó, M. (2009) (Coord.). Guia per a l’avaluació de competències en el pràcticum de mestre,-a. Barcelona: AQU.

Cebrián, M. (2000). Las redes y la mejora del practicum en la formación inicial de maestros.Pixel-Bit: Revista de medios y educación, Nº. 14, 5-11.

Cebrián, M.; Monedero, J.J. (2009). El e-portafolio y la e-rubrica en la supervisión del practicum. Actas del Symposium Internacional sobre el Practicum de Poio. Disponible en:

http://agorasur.es/publico/documentos/Poio_09_Monedero_Cebrian.pdf

Espasa, A.; Meneses, J. (2010). Analysing feedback processes in an online teaching and learning environment: an exploratory study. Higher Education, 59: 277–292

Farmer, B.; Yue, A.; Brooks, C. (2008). Using blogging for higher order learning in large cohort university teaching: A case study. Australasian Journal of Educational Technology (AJET), 2008, 24(2), 123-136.

Fisher, R. & Webb, K. (2006). Subject specialist pedagogy and initial teacher training for the learning and skills sector in England: the context, a respoonse and some critical issues. Journal of Further and Higher Education, 30(4), 337-349.

Geli, A.M.; Pèlach, J. (2006). Aproximació a les competències en els nous títols de mestre. Girona: Universitat de Girona.

Jefferson, A.L. (2009). Teacher training: what’a needed. Journal of Further and Higher Education, 33(3), 281-288.

Ladyshewsky, R.; Gardner, P. (2008). Peer assisted learning and blogging: A strategy to promote reflective practice during clinical fieldwork. Australasian Journal of Educational Technology (AJET), 2008, 24(3), 241-257.

Lapostolle, G. & Chevaillier, T. (2008). Between Necessity and Constraints: The Reform of Teacher Training in France (1990-2007). Higher Education in Europe, 33(4): 457-470.

Mule, L. (2006). Preservice teachers’ inquiry in a professional development school context: Implications for the practicum. Teaching and Teacher Education: An International Journal of Research and Studies, 22, n. 2: 205–18.

Perrenoud, P. (2004). Diez nuevas competencias para enseñar. Barcelona: Graó.

Stes, A., Gijbels, D. & Van Petegem, P. (2008). Student-focused approaches to teaching in relation to context and teacher characteristitcs. Higher Education, 55: 255-267.

Tejada, J. (2005). El trabajo por competencias en el practicum: cómo organizarlo y cómo evaluarlo. Conferencia magistral presentada en el VII

Symposium Internacional sobre el Practicum y las Prácticas en Empresas en la formación Universitaria, Poio 2005. Disponible en:http://redie.uabc.mx/vol7no2/contenido-tejada.html

Thompson, R. & Robinson, D. (2008). Changing step or marking time? Teacher education reforms for the learning and skills sector in England. Journal of Further and Higher Education, 32(2): 161-173.

Villardón, L. (2006). Evaluación del aprendizaje para promover el desarrollo de competencias. Educatio siglo XXI, 24, pp. 57–76. Disponible en:

http://www.um.es/ojs/index.php/educatio/article/viewFile/153/136

Zabalza, M.A. (2007). Actas del IX Sympsosium Internacional sobre Practicum. Practicum y prácticas en empresas. Poio (Pontevedra): Imprenta Universitaria.