Influence of the educational background of primary teaching students on their production of words from the evaluation semantic category

Abstract

This study analyses the lexical production of a group of forty-nine Primary Teaching students in Initial Teaching Training at a public select university in Chile; coming from Scientific-Humanistic or Technical-Professional Education. The lexical availability model was used to design a questionnaire that allowed the assessment of vocabulary in four domains: Teacher as Evaluator, Summative Assessment, Formative Assessment and Feedback. The findings allow confirming the incidence of the type of school in the lexical availability of the participants, with a greater number of words for those coming from the Scientific Humanist modality in relation to some inducing terms. It is possible to infer that teacher training has limited impact on dynamiting the availability of evaluation vocabulary during the first years of the career, which envisions the need to address literacy in evaluation and the use of specific vocabulary of the profession within the curricular progress.