Conocimiento y motivación del profesorado en su adaptación a una herramienta de exámenes para la Prueba de Acceso a la Universidad / Teacher’s’ knowledge and motivation in their adaptation to a testing tool for the University Entrance Examination
Keywords:
ordenador, evaluación, universidad, motivación, investigaciónAbstract
Este trabajo muestra como los profesores que son reacios a incorporar las nuevas tecnologías en su aula tras un periodo de preparación son capaces de entender y aceptar la introducción de la Prueba de Acceso a la Universidad (P.A.U.) asistida por ordenador. El trabajo empieza por describir el proyecto PAULEX (MEC España, proyecto HUM2007-66479-C02-01/FILO). Posteriormente propone un sistema de preparación para el profesorado y concluye que un adecuado entrenamiento produce cambios significativos en las actitudes de los profesores y sus conductas hacia el nuevo examen .Para ello se establece una formación que permita la transición desde el mero conocimiento del medio y contexto del examen hacia su interiorización y finalmente su integración por el profesor. En esta evolución es necesario que el profesor entienda el constructo del examen y sea capaz de aceptarlo, primero, e identificarse con el administrador del examen en última instancia.This paper shows how teachers who may be reluctant to implement information technologies in the classroom, after a period of training are able to understand and accept the introduction of the computer based University Entrance Examination (PAU). The paper begins by describing the PAULEX Project (MEC España, proyecto HUM2007-66479-C02-01/FILO). After, it proposes a system of teacher training and concludes that the appropriate training produces significant changes in the teachers’ attitudes and also their behavior towards the new test. To do so, the paper suggests training that permits the transition from the simple knowledge of the test delivery and context towards the interiorization and, finally, its integration by the teacher. In this evolution, it is necessary for the teacher to understand and accept the test construct, first, and also ultimately make him able to identify himself with test administrator
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