Componentes pedagógicos para la autorregulación del aprendizaje en la evaluación formativa en las instituciones de educación básica primaria rural de la ciudad de Tunja

Abstract

This document is the result of a doctoral dissertation that emerges in response to the educational gaps affecting students and teachers in rural Colombia. It is grounded in the need to address issues such as low educational quality, school dropout, insufficient teacher qualification, and the implementation of flexible educational models that often fail to meet the intended objectives of rural education. From this perspective, the general objective of the research is to analyze self-regulated learning within formative assessment in order to identify the pedagogical components that can be incorporated into rural primary basic education institutions in the city of Tunja. To this end, the study seeks to answer the following research question: What pedagogical components articulate self-regulated learning within formative assessment in rural primary basic education institutions in the city of Tunja? The research is conducted under a qualitative approach, within an interpretative paradigm, and employs the educational phenomenological method. For data collection, three main techniques are used: (1) semi-structured interviews with teachers and students, aimed at exploring their perceptions and experiences regarding the implementation of self-regulation strategies in the classroom and their importance in the formative assessment process; (2) semi-structured focus group interviews with teachers; and (3) documentary analysis, using ATLAS.ti software version 25 for data analysis, which enabled the systematic organization, categorization, and rigorous interpretation of the data obtained, allowing for the identification of patterns, contrasts, and meaningful relationships within participants’ discourse. The analysis is supported by contributions from social cognitive theory and constructivist theory, particularly drawing on the work of Bandura (1986), Schunk (2001), Zimmerman (2001), and Beltrán (1993), who have developed explanatory models of self-regulated learning and emphasized its relevance for the development of metacognitive skills in educational contexts.