Abstract

LONDONO-RESTREPO, Luz Amparo. Power relations in the evaluation of learning with teachers undergoing training. Entramado [online]. 2015, vol.11, n.1, pp.156-174. ISSN 1900-3803.  https://doi.org/10.18041/entramado.2015v11n1.21123.

This paper presents the results of research in a doctoral training process. This study looks into the existing power relationships between the evaluation of learning and education. Demonstrating and understanding the existence of these relationships made it possible for this study to change the pre-existing concepts of teachers undergoing training, transforming educational practices, and minimizing existing power relationships through reflection in action. This paper provides a detailed description of emerging categories, showing not only that reflection was the primary factor that enabled teachers undergoing training to transform existing power relationships, but also that new knowledge of evaluation was useful in carrying out said transformation. This study was conducted based on a qualitative paradigm using the research-action methodology. The instruments used for analyzing data were field diaries, interviews, and surveys. It was carried out at the School of Education Sciences at a university in Bogota with teachers attending the Humanities and Foreign Language undergraduate program.

Keywords : Social transformation; power relations; evaluation; examination; reflection-action.

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