Resumen

VALLADARES GONZALEZ, María Guadalupe  y  ALFONSO MOREIRA, Yaquelín. The aulic evaluation in the training of initial education teachers: an inclusive educational practice in the UMET. Conrado [online]. 2020, vol.16, n.74, pp. 325-331.  Epub 02-Jun-2020. ISSN 1990-8644.

This article is contextualized in the educational practice of the Metropolitan University of Ecuador (UMET). It results from classroom research to carry out an inclusive evaluation, where all students can have the same opportunities to be evaluated by taking into account their particularities. The objective is to base the classroom evaluation from an inclusive perspective and to demonstrate some of its practices in the UMET. Every day, the professors evaluate their students, whether in a diagnostic, systematic, summative and integrative way. This allows to monitor the class process and reconstruct how to work in the classroom. In the case of teacher training, it is very important for students to experience this process as part of their training and professional development. These elements can be referents for a change of thinking about the treatment of non-personal components in the teaching-learning process with an inclusive character and can take a leading role in educational settings. Also, to legal regulations, inclusive education implies a change of thought in people. This must be formed from the initial education, so your teachers should work from this perspective.

Palabras clave : Inclusive classroom evaluation; initial education teacher training; teaching-learning process; inclusive cooperative learning.

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