Published: 2018-12-11

EDITORIAL

La Evaluación Formativa y Compartida en la Formación Inicial del Profesorado

David Hortigüela Acalá, Ángel Pérez Pueyo, Alberto Moreno Doña

7-8

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INVESTIGACIONES

Analysis and Evaluation of Generic Competencies in Initial Teacher Training

Mª Isabel Amor Almedina, Rocío Serrano Rodríguez

9-19

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Why do I use Formative Evaluation in Physical Education? A Eeacher’s Autobiographical Account

Txema Córdoba Jiménez, Víctor Manuel López Pastor, Enric Sebastiani Obrador

21-38

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The Formative Evaluation of Generic Competences in the Training of Physical Education Teachers

Antonio Fraile Aranda, José Luis Aparicio Herguedas, Sonia Asún Dieste, Rosario Romero Martínd

39-53

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Effects of the Application of a Formative and Shared Assessment System on the Self-perception of Competences Acquired in Pre-service Teacher Education

Francisco Gallardo-Fuentes, Víctor M. López-Pastor, Bastian Carter-Tuhillier

55-77

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Self-assessment as a Learning Instrument in a Flipped University Course

Juan Carlos Luís Pascual, Beatriz Muros Ruiz

79-91

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Against the Hegemony of Competencies: Students’ and Teachers’ Perceptions of Teacher Training in Physical Education

Carmen Trigueros Cervantes, Enrique Rivera García, Alberto Moreno Doña

93-110

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Development of Teaching Competencies in Initial Physical Education Teacher Training: The Relationship with Assessment Instruments

Laura Cañadas, Mª Luisa Santos-Pastor, Francisco Javier Castejón

111-126

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Assessment Experiences in Physical Education: An Approach from Teacher Education

Rodrigo Atienza, Alexandra Valencia, José Devís

127-147

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Assessment Instruments: Their Use and the Competence of University Professors in their Application

Cristina Vallés Rapp, Lurdes Martínez-Mínguez, María del Rosario Romero Martín

149-169

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The Blog as an Instrument for Improving the Self-regulation of Learning by University Students

Vanesa Delgado, David Hortigüela, Vanesa Ausín, Víctor Abella

171-184

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Embodied Teaching Journals as an Instrument for Reflection and Self-evaluation During the Teaching Practicum

Gustavo González Calvo, Lucio Martínez Álvarez

185-204

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The Effect of a Teaching Intervention on Pre-service Primary School Teachers’ Perceived Competence and Motivation in Physical Education Utilizing Formative and Shared Assessment

Isaac Estevan, Javier Molina-García, Xavier García-Massó, Daniel Martos

205-221

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Students’ Perceptions of the Acquisition of Competences in a Degree Program in Primary Teaching with Concentration in Physical Education

Carlos Gutiérrez, David Hortigüela, Zara Peral, Angel Pérez Pueyo

223-239

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Means of Assessment and Development of Competences in Higher Education for Physical Education Students

Carolina Hamodi Galán, Juan Antonio Moreno-Murcia, Raúl Barba Martín

241-257

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Generic Teaching Competences in Education Degree Programs: The Vision of the University Faculty

Antonia Ramírez-García, Natalia González-Fernández, Irina Salcines-Talledo

259-277

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Formative Language Assessment for Bilingual Science Teachers: A Case Study

María Ángeles Martín del Pozo, Marta Herrero de la Calle

279-296

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Formative Assessment in the Learning-teaching Process with Sporting Activity Students at the University of Costa Rica

Alejandro Salicetti Fonseca, Cinthya Campos Salazar, Elizabeth Carpio Rivera, Judith Jiménez Díaz, Danoval Smith Barr, Jessenia Hernández Elizondo

297-310

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University Tutors as Facilitators of Student-teachers’ Reflective Learning During their Teaching Practice

Ángeles Diez-Fernández, Raquel Domínguez-Fernández

311-328

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Assessment Processes and their Consequences: An Analysis of the Physical Education Teacher’s Experience

Miriam Sonlleva, Suyapa Martínez, Roberto Monjas

329-351

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