Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Formative assessment is a key component of the teaching-learning process, as it allows us to adjust teaching practice according to the needs of students and to promote meaningful learning. Its research takes on special relevance due to the strong pedagogical influence it exerts on the optimization of educational quality. For this reason, it is necessary to know the teachers' perception of the degree of application of certain strategies. Thus, this research seeks: (i) to know the perception of basic education teachers on the frequency with which they develop different strategies linked to formative assessment in the classroom; and (ii) to analyze whether there are differences in the frequency of use of these strategies according to gender, educational stage in which they teach, years of teaching experience, training received in assessment, number of training activities carried out and knowledge of the term formative assessment. A cross-sectional, comparative, quantitative research was carried out with 713 basic education teachers. The items on the use of strategies linked to formative assessment from the #EvalFormEPESO questionnaire were used. Differences between the variables studied were analyzed using Student's t-tests and ANOVA. The results show that the use of the strategies analyzed is above the mean values of the scale. Moreover, statistically significant differences appear depending on the variables studied, which show that these are influential in the degree of use of these strategies. The conclusion is that there is a need to strengthen teacher training and promote inclusive practices for a coherent and equitable application of formative assessment in basic education.

This article analyzes gamification in education and how artificial intelligence can contribute to its development. Gamification involves applying game-like elements to other contexts, but one of its biggest challenges is creating coherent and engaging narratives. Many teachers struggle with this aspect, which limits its implementation. Artificial intelligence can serve as a tool to generate initial ideas and structures, but it does not guarantee effective proposals on its own. Human intervention is essential to ensure coherence, credibility, and the personalization of the educational experience. The article tests artificial intelligence in creating a gamification proposal based on the televisión series Game of Thrones, comparing its results with theoretical approaches and models applied in education. It concludes that human involvement is indispensable for adapting and improving proposals, leading to more immersive and motivating experiences. Additionally, teachers can incorporate elements that enhance the proposal’s impact, integrating the emotional component—one of AI’s greatest shortcomings. Ultimately, while this technology can be a valuable tool, the human factor remains key to ensuring meaningful and engaging educational experiences.

The study/research presents the results of a thesis that is justified by the search for understanding how the subjectivation of the teacher takes place and what processes of cyberformation and modes of subjectivation emerge in contemporary university teaching even in the face of the appeals of cyberculture, contemporary culture mediated by networked technologies and their implications for everyday processes of communication, creation and dissemination of knowledge. The aim of the research is to understand what discursive practices constitute being a teacher and what cyberformation processes result from university teaching that can emancipate subjects in contemporary times. Qualitative, multi-referential and articulated with the methodology of conversation, the research has an archaeogenealogical approach and seeks to create an ontology of the present of being a teacher. The data produced and analyzed in online conversations with twenty-nine teachers working in higher education in licentiate courses on four continents, America, Africa, Europe and Asia, constituted three Categorical Units of Analysis of teachers' discursive practices: virtuality, intersubjectivity and cyberformacivity. Intertwined with the research's theoretical framework, namely Agamben, Ardoino, Arendt, Bruno, Deleuze, Freire, Foucault, Han, Hooks, Lemos, Lévy, Moraes, Morozov, Najmanovich, Nietzsche, Nóvoa, O’Neil, Santaella, Santos Silva, Silva, Vieira Neto e Zuboff, the data revealed clues, pointing to how, in university teaching, being a teacher and the processes of cyberformation can promote principles that foster emancipation and critical technological awareness in subjects.

This article aims to address a theoretical-reflexive work that facilitates understanding the state of the ethical question in socio-educational research from a qualitative perspective. Faced with the predominance of quantitative research in universities at both the international and national level, we are committed to qualitative research from the perspective of Critical Pedagogies. In this way, it is understood that education and research can transform reality and a fundamental aspect of analysis is the ethical question. Firstly, key ideas about research in the socio-educational field from a qualitative perspective at the University will be addressed. Secondly, the historical view of ethics in socio-educational research will be analysed. Thirdly, it will point out key ethical issues in socio-educational research from a qualitative perspective. Fourthly, it will reflect on research competence in education, including both challenges and opportunities that we are currently facing in universities. Challenges such as the collective construction of knowledge; the need to consider the intersectionalities of gender, race, social class, etc.; the care of all the people involved in research processes. In conclusion, the political and ethical relevance of any socio-educational research process is highlighted, underlining the need to continue reflecting on this issue in relation to the construction of a participatory model that focuses on the care of the people involved.

The study presents a systematic review of restorative circles in secondary education, addressing the novelty of this practice and the paucity of research in this field. Restorative practice seeks to resolve conflicts in a non-punitive manner, promoting community building and healthy relationships between actors. The objectives of this review are to identify and analyse studies that expose the implementation of restorative circles in secondary schools, to know their benefits and to propose elements of improvement for their study. The methodology for the systematic review is based on the PRISMA recommendations. The study identifies fifteen research studies that explore the application of restorative circles. The results show benefits for students, including the creation of safe spaces, the fostering of positive relationships and the development of communication and emotional skills. In addition, benefits are noted for other stakeholders such as teachers, educational institutions and the wider community. It is concluded that there is a limited amount of research and a lack of consensus on some benefits, highlighting the need for further research and longitudinal studies to deepen the understanding of the impacts of implementing restorative circles in educational settings.

Assessment in Physical Education (PE) continues to be a topic of debate within the discipline, mainly due to the different currents and paradigms around this process. The way in which these approaches are approached will influence the way in which the evaluation processes are systematized. At present, the discipline's hegemony remains focused on evaluations focused on sports performance and physical condition. In this context, this article aims to analyze the presence of the emancipatory perspective in the evaluative orientations of the official curriculum of the subject of Physical Education (PE) in Chile. The research was developed under a qualitative approach, using documentary analysis as a technique for collecting information through various texts issued by the Ministry of Education of Chile (MINEDUC). The findings show a central tension in the PE curriculum: while the learning objectives by level are mostly associated with a technical approach that perpetuates a traditional logic focused on the measurement of observable aspects, the evaluative orientations propose greater student participation and encourage the use of various assessment instruments. This incongruity distances PE from its pedagogical function and its social meaning.

This study investigates secondary education and curricular justice amidst counter-educational reforms aligned with neoliberal ideals in Brazil, highlighting the imperatives of teacher resistance against political implications at macro and micro levels. Focusing on two critical incidents situated at the Federal Institute of Ceará (IFCE) and the Federal Institute of Rio Grande do Sul (IFRS). The research employs self-study methodology and the critical incident analysis technique to examine intersections between educational policy and Physical Education within the federal education system. The qualitative approach, grounded in the epistemology of praxis, involved eight Physical Education teachers in reflexive and dialogical processes. These educators shared (inter)subjective and (self-)critical experiences regarding the relationship between secondary education and curricular justice, revealing a pedagogical practice that challenges the prevailing technical rationality. The study underscores how collaborative movements foster active political vigilance, shaping conscious and engaged bodies capable of transforming an often oppressive educational system. Through the exchange of experiences, the teacher-researchers developed strategies to navigate the contradictions of the educational system, building a transformative praxis that values diversity and curricular justice. This articulation between life and teaching work emerges as a space for resistance and pedagogical innovation, reaffirming Physical Education as a critical and socially committed field.

Neoliberal educational policies have been implemented for more than three decades in Latin America, which have altered teaching practices. Likewise, the educational reforms have not considered the characteristics or idiosyncrasies, in this case, of Mexico, since they have been a copy of the European and U.S. educational models. Based on these problems, the main objective was to: make evident some problems in professional teaching practice, as well as the health repercussions of high school and university teachers as a consequence of neoliberal educational policies. There was the participation of 10 teachers who work at different educational levels: High School and Higher Education; in the State of Mexico, Hidalgo and Chile in South America. The research was divided into three phases: before, during and after the pandemic. The methodology used was qualitative, with a descriptive and interpretive approach. The results were presented as a “novel” constructed from the participants' narratives. Their problems related to teaching work, trigger a series of sickness at a biopsychosocial level. Definitely, the educational institution is going through a crisis and a rethinking of teaching work is urgently needed so that, the meaning of the teaching role does not die and along with it, the educational institution.

Teacher professional development is a key factor in enhancing pedagogical interactions. However, implementing programs that are tailored to teachers' specific needs and teaching contexts remains challenging. This article examines a professional development program in pedagogical mediation based on action research, designed for early childhood educators in Chile. The study employed a case study design, involving nineteen teachers and six trainer educators. Data was collected through semi-structured interviews and written reports, which were analyzed using reflexive thematic analysis. The findings highlight four key aspects for teacher professional development: reflective chaining, video-based training, the role of the critical friend, and work within professional learning communities. These categories form a continuous action-research and reflection spiral that enhances teaching professionalism and self-awareness of practice, promoting a shift from the individual to the collective and from the simple to the complex. This approach fosters a collaborative culture of improvement, strengthening professional development and serving as a model for other programs that contribute to quality in this educational level.

Feedback is the act that aims to transmit to students a set of considerations and evaluations on the development of academic activities. There are several types of feedback according to the pedagogical intentionality of this and in a virtual learning context, teachers have to use technological tools to transmit feedback. This research aims to: 1) describe the type of feedback that teachers develop, and 2) explore the technological tools they use and recommend. A descriptive-explanatory quantitative research was designed, applying an instrument to 28 teachers which consisted of 25 items distributed in 4 dimensions: 1) information about the participants, 2) the feedback developed by the teachers, 3) technological tools used to transmit feedback and 4) the tools recommended to transmit feedback. Among the results, the following stand out: a) the predominant type of feedback is that of failures and successes for the achievement of learning objectives b) e-mail and discussion forum are the main tools used and recommended, c) the more technological training, the more teachers will diversify the technological tools. The conclusions confirm the hypotheses put forward: teachers give feedback to transmit failures and successes, basically use the discussion forum and e-mail, and tend to recommend the same technological tools while claiming to need more technological training.