Reflective practices in evaluative processes of elementary school teachers

Abstract

The purpose of this study is to learn from those factors that affect the pedagogical practices of Physical Education primary teachers, from the reflective practices to evaluation strategies, over the expected learning, in the frame of the curricular framework. This research was carried out under a qualitative model and an case-study interpretive paradigm, in which semi-structured interviews were applied from a set of key questions which allowed us to categorize and classify the information collected. The analysis of these data revealed that there is lack of collective and formal spaces for the pedagogical reflection, which would be balanced thanks to the individual and autonomous pedagogical reflection, that finally occured in informal spaces. The pedagogical experiences of these teachers allow us to conclude that the implementation of reflective practices in the processes of learning evaluation is absolutely necessary, as it is the pedagogical assessment that the Technical-Pedagogical Unit should provide to teachers, especially in the application of effective evaluation strategies.