Formative feedback to strengthen the teaching process of initial teachers.

Abstract

The objective of this research work was to propose a formative feedback model that allows improving the planning process of teaching in pre-school teachers at UGEL Sechura. The methodology used was of a basic type and a descriptive, purposeful design. For the diagnosis, a survey was used that was validated with Cronbach's Alpha (0.789) and for the analysis and identification of the components of the model, a literature review on models of feedback, teaching and formative evaluation, in the databases of Scielo, Dialnet, La reference, Redalyc, Latindex, academic google, among others. Having as results a model based on the studies of Anijovich, Wilson and Hattie and Timperley, who proposed formative feedback strategies to strengthen the teaching and learning processes. Concluding that the dimensions of the proposed model should be considered, from the teaching planning, to ensure significant learning.