Teorías subjetivas de profesores de la comuna de Paihuano, Chile, sobre evaluaciones formativas

Abstract

This article describes and interprets the subjective theories (TS) of primary school teachers from a municipal school in the commune of Paihuano, Coquimbo Region, Chile, regarding the implementation of formative assessments. A qualitative approach was employed, based on the design proposed by grounded theory. The methodological tools used were in-depth interviews, conducted with 10 teachers, and a focus group involving 6 teachers who had previously been interviewed. The findings indicate that teachers’ STs significantly influence pedagogical practices, particularly in evaluation processes. Additionally, barriers related to the scarcity of resources and time were identified as factors hindering the implementation of formative assessments. Based on these findings, the study highlights the importance of fostering educational spaces grounded in reflection and collaborative work, with the aim of enhancing the implementation of formative assessments.