Prácticas evaluativas de los docentes de grado inicial en la institución educativa León XIII, del municipio de Soacha

Abstract

The following investigation reveals the evaluation practices of the teachers of the initial degree in the Educational Institution (IE) León XIII, of the municipality of Soacha. It deals with important elements that reflect the relevance of a study related to school evaluation in early childhood, establishing the characteristics of the evaluation practices in the institution, the teachers' conceptions about evaluation, the instruments used for it and the Colombian public policies that have influenced its development. Therefore, ethnography was used as a method, since it allowed for field work and participant observation through which data was collected through interviews, questionnaires, field journals, and classroom observations. With this data, categories such as: early education, evaluation practices, evaluation concepts, and public policy on evaluation in Colombia were analyzed. To begin with, evaluation is part of the daily school life, and how it is carried out by early childhood teachers at IE León XIII, in the municipality of Soacha, is of great interest due to the importance and influence it has on students' school processes. Therefore, in this study it can be concluded, among other aspects, that the evaluation practices developed by early childhood teachers at EI León XIII, respond to a series of institutional and governmental requirements that do not guarantee the recognition of the needs of the school group; also, that many times those practices are far from reality since, despite the great efforts of the teachers, the conceptions about evaluation for this stage have been rethought, not only in practice but also in the way the different actors who are part of the daily school life look at it.