Page 52 - Profesores para Chile

IMPLEMENTING A SYSTEM FOR The following are brief
MONITORING UNDERGRADUATE descriptive protocols of each of
the practices that are required
CAREER PROFILES for the training process and that

contribute to the achievement
of career profile competences:

The Pontificia Universidad Católica de Since 1998 teacher initial training programmes • Contextualization of Teaching: It gathers evidence
Valparaíso, on its strong commitment to have been implemented with three education regarding the pre-service teachers’ knowledge and
quality assurance about all its undergraduate core courses: Initial Practicum, Intermediate skills so that facilitators of obstacles to learning can be
identified by considering elements inside and outside
programmes, has created a system for Practicum and Final Practicum. These three of the classroom as well as the characteristics of the
monitoring the competences established in all mandatory curricular activities progressively learners. It also assesses the resignification of their own
undergraduate career profiles. and comprehensively contribute to the conceptions about learning and is the basis for planning
learning situations.
All programmes of study contain a set of core acquisition of professional, disciplinary and
courses that contribute to observing whether or general education competences. Final • Teaching planning and assessment: It provides evidence
about the coherence between the priority factors
not the career profile competences have been Practicum students are expected to perform as identified in the previous protocol and the adoption
achieved. The system has been based on these full-time pre-service school teachers, whereby of teaching and assessment procedures. It also helps
mandatory courses. they put into practice their knowledge and appraise the pre-service teacher’s technical suitability
professional skills. in applying didactic strategies and the design of teaching
Students achieve conceptual, procedural, plans and assessment instruments.
and attitudinal learnings throughout their The Institutional Committee on Teacher • Putting teaching into practice: It provides information
formative process. The competences defined Training outlined a set of guidelines for about pre-service teachers’ ability to go through
in the career profiles are developed in multiple all pedagogy programmes offered by the teaching/learning processes, according to 22 criteria
ways and, therefore, are assessed differently. University. These definitions were gathered in for classroom observation. During the intermediate
The assessment intends to verify both, mastery the “Conceptual Framework for Teacher Initial practice, the mentor informs about the level of
achievement, and the tutor is an active participant when
of knowledge and the performance that the Training” (2014), where the relevance of practical the Final Practicum commences.
formative process demands, considering ethical training for the professional development of pre-
values and behaviour. service teachers was established. • Analysis of learning outcomes and pedagogical decision-
making: It provides evidence on pre-service teachers’
The most valuable learning experience is gained The 2014 curricular update sought to establish abilities to collect, systematise and reflect about
learning outcomes. A reflective process—in which the
by integrating these competences into authentic ten professional or pedagogical competences, learning outcomes are the essential input to analyse the
exercises, which should be closely related to the common to all education programmes, which teaching practice—takes place.
professional realities that students will face. were useful to design a monitoring and follow- • Co-assessment: This assessment allows the members
up system based on evidence and performance of a same subgroup (Initial Practicum) and pair
Being real-time dynamic, the progressive in schools. (Intermediate Practicum) to ponder over their joint
learning achievements are collected and performance.
analysed, acquisition of competences is verified Based on this system, a technological platform—
through evidence, the whole curriculum receives where students deposit their original material, • Self-assessment: Assessment of pre-service teacher’s
own performance throughout the Practicums.
feedback, and continuous improvement is reflect on their performance and receive
carried out; in this way, the institutional quality feedback from their mentor and their tutor— All these protocols are argumentative-reflective reports in
assurance system becomes more effective. was designed. which beliefs, thoughts, and ideas about how the learning
process develops come together. The data obtained from the
school context and the interactions with school students are
analysed according to guidelines found in the specialized
literature.
These protocols are assessed and rated by tutors, who use
the SEPRAD platform, which helps create periodic reports
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to provide feedback about the programmes of study. By
using this information, programme directors and heads
of academic units can make timely decisions about such
programmes.

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4 Sistema de Evaluación de Prácticas Docentes