Desarrollo y evaluación de competencias en la formación del profesorado utilizando e-portafolio y rúbrica

Résumé

This research develops and evaluates pedagogical competences of design, implementation, evaluation and reflection of the teaching- learning process of teachers. It is used, in an integrated manner, e-portfolio and rubric as formative and evaluative strategies that favor the performance of teaching practice in the context of the assignment of Teaching Workshop of Pedagogy in Primary Education at the Catholic University of Temuco, Chile. From the methodological perspective, three empirical studies are developed. The first two from a qualitative approach, both studies use discussion group as data collection technique and as validity of consequence of task manual and rubric instruments. The content validity of the instruments is performed by expert�s judgment. The third study is part of a quantitative approach with independent group designs, evaluated at a single time, with 2 experimental groups and 2 controls groups. In addition, as data collection technique, semantic differential was used for measuring the satisfaction degree of e-portfolio and the evaluation rubric of the performance level of pedagogical competences. From the results of the three studies it can be conclude that the evaluation system integrated by the e-portfolio and the rubric turn out to be formative strategies that used together and the competence assessments.