Resumo

MUNOZ, Daniel Ríos  e  ARAYA, David Herrera. TEACHER FEEDBACK AND SELF-ASSESSMENT OF STUDENTS IN HIGHER EDUCATION: EVALUATIVE INNOVATION IN THE INITIAL TRAINING OF PRIMARY EDUCATION TEACHERS. Rev. Bras. Educ. [online]. 2023, vol.28, e280123.  Epub 23-Nov-2023. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782023280123.

This article analyzes the results of the teacher feedback and self-evaluation process within the framework of an innovation in evaluative practice in teacher training. The innovation was carried out in two courses of the primary education Pedagogy of a Chilean public university. With a mixed methodology, two rating scales were applied to students to assess feedback and self-assessment. In addition, individual interviews were conducted with students to deepen the contribution of innovation in their learning. Students positively value feedback and self-evaluation since they allow the development of a reflective, critical, and self-critical pedagogical training. However, there are problems regarding the ability of feedback to strengthen its performance and its integration into the meta-evaluation process. It is concluded that the development of evaluative innovations is important to improve the initial training of teachers.

Palavras-chave : educational innovation; teacher feedback; self-appraisal; initial teacher training.

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