<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982021000400132</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2021.174.59681</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rúbrica de evaluación como instrumento mediador de la reflexión en el practicum de maestros de educación infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Jiménez]]></surname>
<given-names><![CDATA[Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colomina Álvarez]]></surname>
<given-names><![CDATA[Rosa María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Escuela de Pedagogía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de Barcelona Departamento de Cognición, Desarrollo y Psicología de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></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>43</volume>
<numero>174</numero>
<fpage>132</fpage>
<lpage>150</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982021000400132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982021000400132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982021000400132&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el contexto de practicum de maestros de educación infantil, se reportan resultados de un estudio cuyo propósito fue describir y comprender el uso de la rúbrica de evaluación como artefacto mediador de la reflexión conjunta entre maestros de educación infantil en formación y su tutor universitario. Se asume una perspectiva sociocultural y un enfoque interpretativo, desde los cuales se llevó a cabo un estudio de casos múltiples en el que participaron 6 casos, correspondientes a una universidad chilena. Se registraron mediante video 18 sesiones de tutorías individuales que fueron analizadas a partir del modelo de la interactividad. Los resultados muestran, por una parte, que hay diversas formas de organizar las tutorías y, por otra, que no es el instrumento per se lo que determina el uso que puede darse a la rúbrica, sino que éste depende de cómo el tutor decida apoyar las necesidades específicas de cada maestro en el proceso de formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article reveals the results obtained in a study aimed towards describing and understanding the use of the rubric for assessment as a reflection mediating artifact between early childhood education teachers in training and their university tutor (within the practicum context). Assuming a sociocultural perspective and an interpretive approach we carried out a multiple case study, using 6 cases from a Chilean university. A total of 18 individual tutoring sessions were recorded in video and analyzed using the interactivity model. The results show, on the one hand, that there are different ways of organizing classes and tutorials and, on the other, that it is not the instrument per se which determines the way in which the rubric might be used, but it rather depends on how the tutor decides to tend to the specific needs of each one of the teachers to be during their training process.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Maestros de educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Practicum]]></kwd>
<kwd lng="es"><![CDATA[Proceso de reflexión]]></kwd>
<kwd lng="es"><![CDATA[Rúbricas de evaluación]]></kwd>
<kwd lng="es"><![CDATA[Artefactos culturales]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education teachers]]></kwd>
<kwd lng="en"><![CDATA[Practicum]]></kwd>
<kwd lng="en"><![CDATA[Reflection process]]></kwd>
<kwd lng="en"><![CDATA[Rubric for assessment]]></kwd>
<kwd lng="en"><![CDATA[Cultural artifacts]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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