<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162023000200323</article-id>
<article-id pub-id-type="doi">10.17227/rce.num88-13737</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Incidencia del asesoramiento pedagógico con rúbricas formativas en el mejoramiento del desempeño docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Incidence of the Pedagogical Accompaniment with Use of Rubrics in the Improvement of the Teaching Performance]]></article-title>
<article-title xml:lang="pt"><![CDATA[Incidência do assessoramento pedagógico com rubricas formativas no melhoramento do desempenho docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aravena-Kenigs]]></surname>
<given-names><![CDATA[Omar Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mellado-Hernández]]></surname>
<given-names><![CDATA[María Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montanero-Fernández]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Extremadura  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<numero>88</numero>
<fpage>323</fpage>
<lpage>347</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162023000200323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162023000200323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162023000200323&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación fue comparar la incidencia en la práctica del aula de distintos modelos de asesoramiento pedagógico con el apoyo de rúbricas. Participaron 60 docentes y 20 directivos escolares, seleccionados intencionadamente, emparejados y distribuidos luego al azar en cuatro condiciones: a) asesoramiento experto con rúbrica normativa; b) asesoramiento experto con rúbrica ideográfica; c) asesoramiento entre iguales con rúbrica normativa; d) asesoramiento entre iguales con rúbrica ideográfica. En cada modalidad se desarrollaron seis sesiones de asesoramiento para la mejora de la práctica docente, inmediatamente después de sendas clases. Para recoger la información del desempeño docente se grabaron en video la clase 1 y la 6 (pre y postest) que fueron sometidas después a una evaluación "ciega" por un juez experto. Los resultados evidencian que los docentes de las cuatro condiciones de asesoramiento mejoraron significativamente su desempeño en aula. Los grupos que utilizaron rúbricas ideográficas mostraron diferencias significativas en comparación con los grupos que usaron rúbrica estandarizada, independiente de si el acompañante fue un experto (directivo escolar con experiencia asesora) o un igual (docente del mismo centro). Se concluye que el uso de rúbricas ideográficas, construidas por los propios participantes, podrían favorecer la comprensión compartida del desempeño docente e impactar de modo positivo en la autorregulación de las prácticas en aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study objective was to compare the impact on classroom practice of different models of pedagogical advice with the support of rubrics. Sixty teachers and twenty managers participated, intentionally selected, paired, and subsequently randomly distributed under four conditions: a) expert advice with normative rubric; b) expert advice with ideographic rubric; c) peer-to-peer advice with normative rubric; d) peer-to-peer advice with ideographic rubric. In each modality, six advisory sessions for teaching practice improvement were developed, immediately after classes. Classes 1 and 6 (pre and post-test) were videotaped to collect information on teaching performance and subsequently subjected to a "blind" evaluation by an expert judge. The results show teachers of the four conditions of advice significantly improved their classroom performance. Groups that used ideographic rubrics showed significant differences compared to groups that used the standardized rubric, independent if the companion was an expert (school manager with advisory experience) or an equal (teacher of the same center). We concluded that ideographical rubrics use, designed by the participants themselves, could favor the shared understanding of teaching performance and positively impact self-regulation of classroom practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo foi comparar a incidência na prática de sala de aula de diferentes modelos de assessoria pedagógica com o apoio de rubricas. No total, participaram 60 professores e 20 gestores escolares, selecionados intencionalmente, pareados e posteriormente distribuídos aleatoriamente em quatro condições: a) assessoramento de especialista com rubrica normativa; b) assessoramento de especialista com rubrica ideográfica; c) assessoramento entre pares com rubrica normativa; d) assessoramento de pares com rubrica ideográfica. Em cada modalidade, foram desenvolvidas 6 sessões de assessoramento para melhorar a prática docente, imediatamente após cada aula. Para coletar a informações sobre o desempenho docente, foram filmadas as aulas 1 e 6 (pré e pós-teste), que posteriormente foram submetidas a uma avaliação "cega" por um juiz especialista. Os resultados mostram que os professores das quatro condições de avaliação melhoraram significativamente seu desempenho em sala de aula. Os grupos que utilizaram rubricas ideográficas apresentaram diferenças significativas em relação aos grupos que utilizaram rubrica padronizada, independentemente de o acompanhante ser um especialista (diretor da escola com experiência em assessoria) ou um par (professor do mesmo centro). Conclui-se que o uso de rubricas ideográficas, construídas pelos próprios participantes, pode favorecer uma compreensão compartilhada da atuação docente e ter um impacto positivo na autorregulação das práticas de sala de aula.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[orientación pedagógica]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="en"><![CDATA[pedagogical orientation]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="pt"><![CDATA[Teste formativo]]></kwd>
<kwd lng="pt"><![CDATA[orientação pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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