<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000300452</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-3.25</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La evaluación formativa desde la perspectiva de docentes noveles en las clases de educación física en primaria y secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Formative assessment in primary and secondary physical education classes from novel teachers&#8217; perspective]]></article-title>
<article-title xml:lang="pt"><![CDATA[A avaliação formativa a partir da perspectiva de docentes novatos nas classes de educação física no ensino fundamental e médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cañadas]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos-Pastor]]></surname>
<given-names><![CDATA[María Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Madrid Facultad de Formación de Profesorado y Educación Departamento de Educación Física, Deporte y Motricidad Humana]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Madrid Facultad de Formación de Profesorado y Educación Departamento de Educación Física, Deporte y Motricidad Humana]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>452</fpage>
<lpage>471</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000300452&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000300452&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000300452&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo. Valorar cómo se llevan a cabo los procesos de evaluación formativa en la educación física escolar por parte de profesorado novel.  Metodología.  Se desarrolló un estudio de casos con cuatro docentes noveles (menos de tres años de experiencia docente) que habían realizado su formación previa dentro del marco del Espacio Europeo de Educación Superior y que imparten docencia en la asignatura de Educación Física en primaria o secundaria. La recogida de información se efectuó a través de entrevistas semiestructuradas, observaciones no participantes y análisis documental.  Resultados.  Se desarrollan procesos sistemáticos de evaluación formativa, aunque introducen pequeños matices en las prácticas evaluativas que dan un enfoque alternativo a esta misma, y se alejan de las formas tradicionales de evaluar en educación física. Además, se destaca la dificultad que supone en los primeros años docentes ajustar todos los elementos de los procesos evaluativos, así como hacer ver al alumnado la importancia y utilidad de estos procesos.  Discusión.  Los resultados encontrados en este estudio deben servir como referencia para ajustar la formación inicial a las necesidades y dificultades mostradas por el personal docente novel con el objetivo de facilitar su tránsito hacia la profesión docente en la aplicación de procesos de evaluación formativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Aims. To value how formative assessment processes are used by novel teachers in physical education classes.  Methods. A case study with four graduates (less than three years of teaching experience) was conducted; they have developed their teacher education in European Higher Education Area and currently teach in primary or secondary physical education classes. Information was collected through semi-structured interviews, non-participant observations, and documentary analysis.  Results. The results show that systematic formative assessment processes are not carried out, although they introduce small changes in the assessment practices that give an alternative approach to the formative assessment, moving away from the traditional ways of assessment in physical education. In addition, the difficulty of adjusting all the elements of the assessment processes and making students see the importance and usefulness of these processes is highlighted in the first teaching years.  Discussion. The results found in this study should serve as a reference to adjust the initial training to the needs and difficulties shown by novel teachers in order to facilitate their transition to the teaching profession in the application of formative assessment processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo. Esta pesquisa busca avaliar como os processos de avaliação formativa são realizados na Educação Física escolar por docentes novatos.  Metodologia. Para isso, foi desenvolvido um estudo de caso com 4 docentes novatos (com menos de 3 anos de experiência de ensino) que concluíram sua formação anterior no âmbito da Área Europeia de Ensino Superior e que lecionam na disciplina de educação física no ensino fundamental ou médio. As informações foram coletadas por meio de entrevistas semiestruturadas, observações não participantes e análise documental.  Resultados.  Os resultados indicam que processos sistemáticos de avaliação formativa não são desenvolvidos, embora introduzam pequenas nuances nas práticas de avaliação que oferecem uma abordagem alternativa, afastando-se das formas tradicionais de avaliação em educação física. Além disso, destaca-se a dificuldade de ajustar todos os elementos dos processos de avaliação, bem como de fazer com que os estudantes vejam a importância e a utilidade desses processos, nos primeiros anos de ensino.  Discussão.  Os resultados encontrados neste estudo devem servir de referência para adequar a formação inicial às necessidades e dificuldades apresentadas por docentes novatos, com o objetivo de facilitar sua transição para a profissão docente na aplicação de processos de avaliação formativa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación física]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="en"><![CDATA[Physical education]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="pt"><![CDATA[Educação física]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[avaliação formativa]]></kwd>
</kwd-group>
</article-meta>
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