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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/164620
Promover la colaboración entre maestros tutores/as y tutores/as de universidad en “espacios compartidos” de evaluación formativa en el prácticum de Maestro de Educación Primaria
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[spa] La construcción de espacios de trabajo conjunto entre maestros tutores/as y tutores/as de universidad
se ha apuntado como un instrumento potencialmente útil para promover una mejor colaboración entre
escuela y universidad en la formación inicial de maestros. Sin embargo, construir una colaboración
genuina en estos espacios es difícil, especialmente en el ámbito de la evaluación. En este contexto,
el objetivo del presente trabajo es identificar algunas actuaciones que promueven la colaboración
entre maestros tutores/as y tutores/as de universidad en sesiones conjuntas de evaluación formativa
y formadora desarrolladas en las tres asignaturas de prácticas del Grado de Maestro en Educación
Primaria en la Universidad de Barcelona. Se analizaron 23 sesiones triádicas (estudiante, maestro
tutor/a, tutor/a de universidad) de evaluación, realizadas en tres escuelas. El análisis permitió
caracterizar seis tipos de actuaciones de los tutores/as de universidad en estas sesiones, dirigidas a
promover la colaboración con los maestros tutores/as.
[eng] Constructing spaces in which mentor teachers and university supervisors work together has been proposed as a potentially useful tool in order to promote much better collaboration between university and school in initial teacher training. However, constructing a relationship of genuine collaboration in these spaces is difficult, particularly when collaboration concerns student teachers’ assessment. In this context, the aim of this paper is to identify some actions that promote collaboration between mentor teachers and university supervisors in joint sessions of formative assessment developed within the three practicum courses that are part of the Teacher of Primary Education Degree at the University of Barcelona. 23 triadic (student teacher, mentor teacher, university supervisor) assessment sessions, settled in three different schools were analysed. The analysis allowed to identify and characterise six different kinds of actions that university supervisors used in these sessions to promote collaboration with mentor teachers.
[eng] Constructing spaces in which mentor teachers and university supervisors work together has been proposed as a potentially useful tool in order to promote much better collaboration between university and school in initial teacher training. However, constructing a relationship of genuine collaboration in these spaces is difficult, particularly when collaboration concerns student teachers’ assessment. In this context, the aim of this paper is to identify some actions that promote collaboration between mentor teachers and university supervisors in joint sessions of formative assessment developed within the three practicum courses that are part of the Teacher of Primary Education Degree at the University of Barcelona. 23 triadic (student teacher, mentor teacher, university supervisor) assessment sessions, settled in three different schools were analysed. The analysis allowed to identify and characterise six different kinds of actions that university supervisors used in these sessions to promote collaboration with mentor teachers.
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Podeu consultar el llibre complet a: http://hdl.handle.net/2445/164579
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ONRUBIA GOÑI, Javier, et al. Promover la colaboración entre maestros tutores/as y tutores/as de universidad en “espacios compartidos” de evaluación formativa en el prácticum de Maestro de Educación Primaria. Capítol del llibre: Lindín. C.. Vol. Esteban, num. B, pags. Bergmann. [consulted: 10 of August of 2026]. Available at: https://hdl.handle.net/2445/164620