Abstract
This work focuses on some findings from a research carried out in 2020-2021 in a Uruguayan centre that works with formative research (FR) (Espinoza Freire,2020) and that aims at assessing the research competences (RC) (Londoño,2011) that the students develop in their initial teacher training. They design and carry out a research about “problems” identified in the teaching practice. One of the specific objectives is to compare the changes based on the analysis of the evaluations that the participants hand in as part of their mid and final term tests in the following subjects: Didactics, Research and Computer Studies, during the 3rd year of their studies. The methodology consists of an action research and includes the formation and consolidation of a professional learning community (PLC). It is centred on the formative evaluation of the teacher trainers on two instances: first and second term test. They consist of written reports that are evaluated with rubrics agreed by the PLC and with the students. As findings, the instruments built for the evaluation are presented and analyzed together with some results of the rubric application. The results provide empiric evidence with reference to the improvement on the student productions in the FR process. Although this is a case study, the benefits described in terms of the contributions of the FR to identify problems in the teaching practice can promote the development of RC in other communities.