Training feedback: a competential challenge for today's teachers

Abstract

The construction of the meaning of learning in traditional education has been focused on correcting, identifying errors and finally, grading. This demotivates students, since their effort, whatever the result, is diminished and undervalued. The dynamics of current education requires a different formative vision, one that includes all the actors in the process, which represents a challenge for the institutions. In addition, it must articulate the true competence not only of the teacher but also the interests of the students. For this reason, the present study aims to analyze the implementation of the REFOR program for the improvement of teaching competence in the evaluation of learning in a public institution in Catacaos. It is a field study with a descriptive level, whose sample was composed of 31 primary school teachers from the José Jacobo Cruz Villegas Educational Institution in Catacaos. It was concluded that the five dimensions of teaching competence for learning yielded an average of 75% as a cumulative percentage of low and medium levels; therefore, the REFOR program is an excellent alternative for teachers to improve their competence in the development of formative feedback.