Resumo

ARMAS-REBAZA, Laura Giovanna. Teaching monitoring and formative evaluation in primary education teachers in Peru. Cienciamatria [online]. 2024, vol.10, n.18, pp.118-132.  Epub 22-Ago-2024. ISSN 2542-3029.  https://doi.org/10.35381/cm.v10i18.1243.

The current study sought to establish the incidence of teaching follow-up in the formative evaluation of elementary school teachers in Peru. For this purpose, a basic research methodological approach was used, with a quantitative focus and a descriptive correlational design. We worked with a sample of 236 primary school teachers working in the jurisdiction of an Educational Management Unit. Information was collected by means of two questionnaires designed by the researcher, which were subjected to reliability using Cronbach's alpha and validity by expert judgment. To contrast the hypotheses, Spearman's Rho was applied. With the systematization of the data, the results show that the monitoring of teaching significantly influences the formative evaluation of primary school teachers in Peru, concluding that there is a regular, positive and significant incidence that proves the research hypothesis.

Palavras-chave : Teaching; formative evaluation; monitoring; process..

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