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Author: search.filters.author.Nocetti-de-la-Barra

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    Experiencia de reflexión sobre el Portafolio de desempeño pedagógico (PDP) en la evaluación del docente en Chile
    (Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
    Vidal Sepúlveda, Paola
    ;
    Nocetti-de-la-Barra
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    Public policy points to an evaluation process with a formative nature, but there is not enough research in this regard and therefore, the objective of the study was to describe the experience of reflection in the framework of the development of the portfolio of pedagogical performance (PDP) in teachers of public establishments in the commune of Santiago, Chile. The study was interpretive, particularly a case study, in which teachers selected by intentional sampling participated. Semi-structured interviews were developed, which were subjected to a content analysis. The results show impeding conditions for personal and institutional reflection. Less facilitating conditions for reflection were identified and it is concluded that there are more conditions that limit reflection and also, it could be noted that the formative function of this teaching evaluation is not fulfilled.
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    Narrativas, prácticas reflexivas y saberes pedagógicos en docentes en formación
    (Universidad Panamericana, Escuela de Pedagogía, 2019-12-30)
    Nocetti-de-la-Barra
    ;
    Hizmeri, Julio
    ;
    Arriagada Candia, Jocelyn
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    Chile maintains the challenge of training reflective teachers and in this context, the objective of the study was to describe through stories about teachers’ experiences in the practice centers analyzing their relationship with reflective practice and the construction of pedagogical knowledge. The study was conducted with students in three programs of pedagogical training in the Biobío region in southern Chile. The research was interpretive with multiple case design. The students wrote stories during the practice and shared them in a virtual site. The results indicate that writing stories meant «re-living, re-thinking and re-flexing» and by sharing them, they are «enriched», «recognized» and «reconstructed» from the pedagogical knowledge acquired in the teaching practice. In conclusion, the narrative stimulates reflective practice and promotes processes of teacher training and transformation, based on an epistemology that distance themselves from an applications model of teacher education.