Formación y evaluación de profesores novatos: Problemática y retos

Abstract

It is presented a study of cases with three beginner teachers that studied mastery in teaching for the middle superior education. Some interviews were applied about their teaching conceptions, analysis of their educative planning and video recordings of a didactic sequence taught to bachelor students during its first teaching practice. The analysis of the information was made jointly with the teachers, based on a strategy of authentic evaluation that included reflection instruments about the practice and auto evaluation through rubrics. It was found that they presented problems related to the group handling and their own levels of anxiety, as well as with the didactic planning and the valuation of the apprenticeship, but at the same time show the progressive appropriation of diversity of didactic strategies and of the ability of reflecting on their own practice.