BRUNA JOFRE, DANIELA VALENTINA

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Concluding Reflections: Well-Being as a Transformative Foundation for Education
(Springer Nature Switzerland, 2025)
BRUNA JOFRE, DANIELA VALENTINA
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SÁNCHEZ OÑATE, ALEJANDRO ANTONIO
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Conocimiento tecnológico, pedagógico y disciplinar, y su relación con competencias digitales en docentes de psicología
(Universidad de Costa Rica, 2025-09-01)
Castro Castro, Cristóbal
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SÁNCHEZ OÑATE, ALEJANDRO ANTONIO
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BRUNA JOFRE, DANIELA VALENTINA
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FERNÁNDEZ VEGA, DANY
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Interventions Aimed at Promoting Socioemotional Skills in Higher Education: A Systematic Review
(Springer Nature Switzerland, 2025)
BRUNA JOFRE, DANIELA VALENTINA
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SÁNCHEZ OÑATE, ALEJANDRO ANTONIO
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Implementación de la Evaluación Auténtica en Educación Superior. Un análisis del cambio en la construcción de pruebas escritas
(2017)
VERONICA ALEJANDRA VILLARROEL HENRIQUEZ
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BRUNA JOFRE, DANIELA VALENTINA
2
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Un modelo para promover la autorregulación del aprendizaje en estudiantes universitarios a través del entrenamiento docente en prácticas pedagógicas de preparación, ejecución y autorreflexión
(2022)
BRUNA JOFRE, DANIELA VALENTINA
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Using principles of authentic assessment to redesign written examinations and tests
(2019)
Villarroel, Verónica
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David Boud
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Susan Bloxham
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BRUNA JOFRE, DANIELA VALENTINA
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Carola Bruna
1Scopus© Citations 140
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PROPIEDADES PSICOMÉTRICAS DEL INVENTARIO DE PROCESOS DE AUTORREGULACIÓN DEL APRENDIZAJE EN ESTUDIANTES UNIVERSITARIOS CHILENOS
(2017)
BRUNA JOFRE, DANIELA VALENTINA
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María Victoria Pérez
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Claudio Bustos
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José Carlos Núñez
12Scopus© Citations 24
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¿Evaluamos lo que realmente importa? el desafío de la evaluación auténtica en educación superior
(2019)
Villarroel, Verónica
;
BRUNA JOFRE, DANIELA VALENTINA
<jats:p>El presente ensayo propone la evaluación auténtica como una herramienta necesaria de incorporar en educación superior. Los instrumentos de evaluación de los aprendizajes, que tradicionalmente se utilizan en la universidad, presentan grandes debilidades a la hora de medir el conocimiento profundo de los estudiantes. En cambio, la evaluación auténtica otorga pertinencia al vincular lo que ocurre en las aulas con la vida real y laboral, midiendo saberes en contexto. Se examinan las tres dimensiones que conforman la evaluación auténtica y que facilitan su implementación: 1) realismo, entendido como la inclusión de contextos del mundo del trabajo; 2) desafío cognitivo, que implica medir habilidades cognitivas de orden superior con las que el estudiante debe construir conocimiento; y 3) juicio evaluativo, referido a incluir procesos de retroalimentación que permitan a los estudiantes comprender e integrar en su comportamiento los criterios de buena calidad para transferirlos en otros contextos.</jats:p>
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Promoting Self-Regulated Learning in Higher Education: Perspectives from Planning, Teaching and Evaluation
(2025-12-29)
BRUNA JOFRE, DANIELA VALENTINA
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SÁNCHEZ OÑATE, ALEJANDRO ANTONIO
2
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Levels of dialogicity and narrativity in teacher discourse and its relationship with student learning among high school students in a language class / <i>Niveles de dialogicidad y narratividad en el discurso docente y su relación con el aprendizaje alcanzado por estudiantes de enseñanza media en la asignatura de Lenguaje</i>
(2024)
Verónica Villarroel-Henríquez
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BRUNA JOFRE, DANIELA VALENTINA
<jats:p> This study sought to ascertain the relationship between the varying levels of dialogicity and narrativity found in the discourse of different teachers when teaching, as well as their students’ learning of the same curricular content. A multilevel, correlational quantitative design was used, with the data collection technique of classroom teacher observation, to determine the teachers’ levels of dialogicity and narrativity. Questionnaires were also administered to students to assess their learning and the quality of their recall of the content taught in the classes. The participants were 13 teachers with proven pedagogical excellence in language and communication who taught classes in 13 Chilean schools, as well as their 350 students in their last year of high school education. Using a linear hierarchical model, we concluded that there is a positive, significant relationship between the narrativity of the teacher discourse and student learning. We also found that males learned better with more narrative teachers, while females learned better with more dialogic teachers. </jats:p>
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BRUNA JOFRE, DANIELA VALENTINA

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