SciELO - Scientific Electronic Library Online

 
vol.44 número2Las Competencias Docentes Genéricas en los Grados de Educación. Visión del Profesorado UniversitarioLa Evaluación Formativa en el Proceso Enseñanza-aprendizaje en Estudiantes de Actividad Deportiva de la Universidad de Costa Rica índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


Estudios pedagógicos (Valdivia)

versión On-line ISSN 0718-0705

Resumen

MARTIN DEL POZO, María Ángeles  y  HERRERO DE LA CALLE, Marta. Formative Language Assessment for Bilingual Science Teachers: A Case Study. Estud. pedagóg. [online]. 2018, vol.44, n.2, pp.279-296. ISSN 0718-0705.  http://dx.doi.org/10.4067/S0718-07052018000200279.

Bilingual education is increasingly being implemented in Spanish primary education. Teacher education is one of the numerous challenges that must be faced in this context. This paper suggests formative assessment through peer observation as a possible tool to contribute to bilingual teacher education. The paper begins by highlighting the importance of linguistic support provided by teachers to students in bilingual learning. Then, the advantages and limitations of peer observation as formative assessment are considered. Subsequently, an instrument for formative evaluation is proposed and implemented in the observation of a science teacher working in year two of primary education. Results of the observation show the most frequent types of support and provide guidance for the teacher to improve her practice.

Palabras clave : formative assessment; peer observation; teacher training; Content and Language Integrated Learning (CLIL).

        · resumen en Español     · texto en Español     · Español ( pdf )