Modelo de seguimiento basado en tic de la formación continua de profesores

Abstract

The objective of this paper is to propose a monitoring model, using information and communication technology (ICT) tools to analyze of in-service training programs for primary school teachers, three years after graduation. To this end, this study is based on the results obtained in a longitudinal research line that has evaluated the Mathematics Graduate Program (PPM, for its Spanish acronym) in three consecutive studies (Miranda, 2006, Miranda, 2010 and Miranda, 2014) and its incidence in school learning, as well as in other monitoring models proposed in the international literature. As a result, the use of ICT tools has been proposed through the development of a virtual platform that incorporates Moodle and E-Prints technologies. This platform is managed by a virtual tutor who can monitor the PPM and its impact on the students of those teachers who graduated from it. This proposal is expected to be a contribution to the development of virtual learning environments for in-service teachers and an instance to provide monitoring parameters to assess programs that do not consider monitoring concepts such as accompaniment or contextual assessment and to develop a monitoring framework that includes the strengthening and the permanent feedback of the program and its participants.