The Practices of Learning Assessment in the Initial Teacher Training

Abstract

The purpose of the chapter is to disseminate a comparative study developed in an institution dedicated to teacher training in the state of Veracruz, Mexico. The study led the follow-up of two teachers responsible for a course of bachelor's degree in Preschool Education called Learning Environments during a semester. Three interviews were applied to two participating teachers. Through inductive analysis, MaxQDA software was chosen to identify categories of analysis. The work is analyzed from the TPACK model, as a systemic and integral proposal to investigate teacher training practices as a complex and necessary phenomenon to continue studying.