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SABER PEDAGÓGICO EN EVALUACIÓN DEL PROFESORADO DE ESCUELAS VULNERABLES DE LA COMUNA DE ARICA Y SUS DEMANDAS A LA FORMACIÓN INICIAL DOCENTE

The objective of this research was to analyze pedagogical practices in the evaluation of teachers working in vulnerable school contexts, identifying the demands that they make on initial teacher education from their professional experience. This is a qualitative study that used a semi-structured interview and a discussion group as techniques for data collection. It was carried out in schools with a high vulnerability index in the municipality of Arica, Chile, during the first semester of 2018. The results show that teachers use assessment strategies that promote dialogue, group reflection and the student’s critical capacity, through procedures that encourage self-assessment, co-assessment and meta-cognition, all of which are complemented by the formulation of open questions, high expectations re-garding student performance and the use of motivational resources in their assessment instances.