Abstract

The present article reveals the results obtained in a study aimed towards describing and understanding the use of the rubric for assessment as a reffection mediating artifact between early childhood education teachers in training and their university tutor (within the practicum context). Assuming a sociocultural perspective and an interpretive approach we carried out a multiple case study, using 6 cases from a Chilean university. A total of 18 individual tutoring sessions were recorded in video and analyzed using the interactivity model. The results show, on the one hand, that there are different ways of organizing classes and tutorials and, on the other, that it is not the instrument per se which determines the way in which the rubric might be used, but it rather depends on how the tutor decides to tend to the specific needs of each one of the teachers to be during their training process.