Rasgos de una perspectiva fenomenológica de la evaluación de desempeño docente
Fecha
2020
Título de la revista
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Editor
Universidad Antonio Ruiz de Montoya
Resumen
La evaluación de desempeño docente representa un proceso importante en el que el docente puede realizar una introspección de su trabajo; la institución puede revisar sus estándares e, incluso, se debe relacionar con el aprendizaje de los alumnos. El docente permanentemente ha manifestado ciertas incomodidades y observado inconsistencias en dicho proceso, por ello, la necesidad de investigar este fenómeno con una mirada cualitativa fenomenológica para descubrir las experiencias y vivencias de los docentes. Para obtener la información, se entrevistó a 4 docentes de educación superior; el objetivo principal fue comprender los rasgos de la evaluación
del desempeño docente desde una perspectiva fenomenológica con la finalidad de conocer aspectos actuales y relevantes de dicho proceso en distintos contextos universitarios. A partir de ello, se registraron, analizaron e interpretaron sus experiencias. Los hallazgos más importantes señalan que las evaluaciones registran generalidades y no se toman en cuenta las características de los temas o los cursos; existe, además, la percepción de que los evaluadores actúan con desconfianza y parcialidad; por otro lado, no entienden si existe relación con el Plan Estratégico Institucional de las universidades; por el contrario, creen que se prefiere obviar y no enfrentar los resultados.
Evaluation of professor performance represents an important process in which professors can perform an introspection of their work; educational institutions can examine their standards, and even, it could be related to student learning. Professors have stated permanently certain disagreement and have noticed inconsistencies in this process, thus, there is a necessity to investigate this phenomenon with a qualitative phenomenological view in order to discover experiences and lessons from professors. To obtain information, four Professors were interviewed; the main objective was to understand features of the evaluation of teaching performance from a phenomenological perspective in order to know current and relevant aspects of this process in different university contexts. From this, their experiences were recorded, analyzed and interpreted. Significant findings indicate that evaluations show generalities and topics characteristics or subjects are not considered. Also, there is a perception that consultants act with mistrust and bias; on the other hand, they do not understand if there is a relationship with the University Institutional Strategic Plan; instead, they believe that it is preferred to ignore it and only face the results.
Evaluation of professor performance represents an important process in which professors can perform an introspection of their work; educational institutions can examine their standards, and even, it could be related to student learning. Professors have stated permanently certain disagreement and have noticed inconsistencies in this process, thus, there is a necessity to investigate this phenomenon with a qualitative phenomenological view in order to discover experiences and lessons from professors. To obtain information, four Professors were interviewed; the main objective was to understand features of the evaluation of teaching performance from a phenomenological perspective in order to know current and relevant aspects of this process in different university contexts. From this, their experiences were recorded, analyzed and interpreted. Significant findings indicate that evaluations show generalities and topics characteristics or subjects are not considered. Also, there is a perception that consultants act with mistrust and bias; on the other hand, they do not understand if there is a relationship with the University Institutional Strategic Plan; instead, they believe that it is preferred to ignore it and only face the results.
Descripción
Palabras clave
Evaluación de profesores, Eficacia de los profesores, Educación superior, Fenomenología, Educación
Citación
Moreno, C. (2020). Rasgos de una perspectiva fenomenológica de la evaluación de desempeño docente [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2103