From Administrative Compliance to Critical Reflection: A Dialogical Self-Assessment Guide for Teacher Education

Del trámite administrativo a la reflexión crítica: Guía de autoevalución dialógica para la formación docente

Resumen

This study aimed to design a dialogical self-assessment guide to strengthen critical reflection in teacher education at the Higher School of Technological and Humanistic Teacher Education of El Alto (ESFMTH El Alto). Within the framework of the Productive Sociocommunity Educational Model (MESCP), self-assessment is conceived as a reflective and formative process; however, in practice, it has been reduced to an administrative procedure due to the lack of specific methodological guidelines. The study adopted a qualitative, proposal-oriented approach based on the Action Research method and involved 65 fourth-year Primary Education students (Class B) and four teacher educators. Data were collected through surveys, semi-structured interviews, and reflection circles. The findings revealed a significant gap between the formative principles of self-assessment and prevailing evaluative practices, characterized by confusion between self-assessment and community-based assessment, the absence of systematic assessment instruments, and the presence of methodological, organizational, and attitudinal barriers. In response, a dialogical self-assessment guide was developed, incorporating formative assessment criteria, analytic rubrics, reflective journals, and evaluative dialogue strategies. The study concludes that the proposed guide constitutes a relevant methodological framework for fostering critical reflection, learner autonomy, and shared responsibility in the assessment of learning, thereby facilitating the implementation of the evaluative principles promoted by the Productive Sociocommunity Educational Model.