Bibliographic citations
Saguma, Y., (2023). Retroalimentación de los aprendizajes que desarrollan las docentes de primaria en una institución educativa privada de Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/25134
Saguma, Y., Retroalimentación de los aprendizajes que desarrollan las docentes de primaria en una institución educativa privada de Lima []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/25134
@misc{renati/21896,
title = "Retroalimentación de los aprendizajes que desarrollan las docentes de primaria en una institución educativa privada de Lima",
author = "Saguma Huamani, Yuriko Flor de Lirio",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
Learning feedback is one of the important elements in the learning process and as part of formative evaluation; therefore, it is essential to pay attention to the practices that teachers develop. In this sense, feedback can become a strategy that motivates the student to improve learning and a way for the teacher to attend to the student's difficulties. Accordingly, this research analyzes the learning feedback developed by teachers in a private educational institution in Lima. The study methodology is of a qualitative nature within a descriptive level and the techniques applied correspond to the interview technique, whose purpose is to identify the conceptions that primary school teachers have about feedback; and the observation technique, whose purpose is to describe the way in which these teachers develop the feedback of learning. The results of the study have been organized according to two categories: conceptions of learning feedback and the way in which elementary school teachers provide learning feedback. The study shows that conceptions of feedback are characterized by approaches based on experience and professional training. Also, the process of reflection is part of the feedback of learning. Finally, it is concluded that the purpose of feedback lies in the possibility of generating self-learning and self-regulation, in order to develop student autonomy in their own learning.
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