Analysis of a teacher training process through the study of educational interaction

The purpose of the study is to describe and analyse the configuration of joint activity in a teacher’s training process from a teaching and learning sociocultural perspective. From this theoretical perspective, formal learning is conceived as a mediated social construction process of meanings around learning content, and teaching as a process of planned, systematic and sustained support for that construction process. Taking this into consideration, an assessment course was video recorded to analyse the interaction between teachers and students undertaking this course. The findings describe how mechanisms of educational influence emerge in the form of assessment situations, specifically as instances of correction and feedback of the assessment results. The findings make it possible to visualise the way in which these training processes of university teachers are structured and the need to expand the research to the analysis of the interaction. This raises the need to consider the teaching of assessment as a complex process that acknowledges different situations that could be favouring self-regulation, beyond teaching a set of criteria, techniques and strategies to assess learning.