Teaching practice and evaluation: strategy for continuous improvement in high quality accreditation processes
The objective of this research was to analyze the evaluation of the teaching performance of the Professional Technician Program in Police Service (TPSP), redesigning the evaluation instruments and the protocol of the pedagogical assessment system, using a quantitative approach of descriptive type, c...
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Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10013 |
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| author | Hernández-Maldonado, Edna Tatiana Rojas-Guevara, Jorge Ulises Gallo-Vargas, Rubén Darío |
| author_facet | Hernández-Maldonado, Edna Tatiana Rojas-Guevara, Jorge Ulises Gallo-Vargas, Rubén Darío |
| author_sort | Hernández-Maldonado, Edna Tatiana |
| collection | OJS |
| description | The objective of this research was to analyze the evaluation of the teaching performance of the Professional Technician Program in Police Service (TPSP), redesigning the evaluation instruments and the protocol of the pedagogical assessment system, using a quantitative approach of descriptive type, carrying out an analysis univariate, using 2 by 2 contingency tables. Thus the level of agreement between evaluators was determined, correlating the 8 behavioral variables of the teacher evaluation: pedagogical planning, teaching and learning strategies, methodological development, learning evaluation, implementation of academic credits, living spaces, and knowledge domain and communication skills. An evaluation was carried out on 14 educational sites and the results of peer visits by the National Accreditation Council (CNA), using a validated questionnaire, along with the self-evaluation, hetero-evaluation and co-evaluation of 32 TPSP teachers and 296 Students. It was concluded that communicative skills and teaching-learning strategies are the variables that most affect the teacher evaluation by students, with an almost perfect level of agreement between evaluators (Cohen's Kappa of 0.9). |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-10013 |
| institution | Revista de Investigación, Desarrollo e Innovación (RIDI) |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-100132023-11-24T21:38:22Z Teaching practice and evaluation: strategy for continuous improvement in high quality accreditation processes La práctica docente y su evaluación: estrategia para la mejora continua en los procesos de acreditación en alta calidad Hernández-Maldonado, Edna Tatiana Rojas-Guevara, Jorge Ulises Gallo-Vargas, Rubén Darío pedagogical model; teacher evaluation; accreditation in high quality; academic competences modelo pedagógico; evaluación docente; acreditación en alta calidad; competencias académicas The objective of this research was to analyze the evaluation of the teaching performance of the Professional Technician Program in Police Service (TPSP), redesigning the evaluation instruments and the protocol of the pedagogical assessment system, using a quantitative approach of descriptive type, carrying out an analysis univariate, using 2 by 2 contingency tables. Thus the level of agreement between evaluators was determined, correlating the 8 behavioral variables of the teacher evaluation: pedagogical planning, teaching and learning strategies, methodological development, learning evaluation, implementation of academic credits, living spaces, and knowledge domain and communication skills. An evaluation was carried out on 14 educational sites and the results of peer visits by the National Accreditation Council (CNA), using a validated questionnaire, along with the self-evaluation, hetero-evaluation and co-evaluation of 32 TPSP teachers and 296 Students. It was concluded that communicative skills and teaching-learning strategies are the variables that most affect the teacher evaluation by students, with an almost perfect level of agreement between evaluators (Cohen's Kappa of 0.9). Esta investigación tuvo como objetivo analizar la evaluación del desempeño docente del programa Técnico Profesional en Servicio de Policía (TPSP), rediseñando los instrumentos de evaluación y el protocolo del sistema de valoración de los pedagogos. Se empleó un enfoque cuantitativo de tipo descriptivo, efectuando un análisis univariado, utilizando tablas de contingencia de 2 por 2. Así se determinó el nivel de acuerdo entre evaluadores, correlacionando las 8 variables comportamentales de la evaluación docente: planeación pedagógica, estrategias de enseñanza y aprendizaje, desarrollo metodológico, evaluación del aprendizaje, implementación de créditos académicos, espacios de convivencia, dominio del conocimiento y habilidades comunicativas. Se realizó una evaluación a 14 sedes educativas y a los resultados de las visitas de pares por parte del Concejo Nacional de Acreditación, empleando un cuestionario validado, junto con la autoevaluación, heteroevaluación y coevaluación a 32 docentes del TPSP y 296 estudiantes. Se concluyó que las habilidades comunicativas y las estrategias de enseñanza aprendizaje, son las variables que más inciden en la evaluación docente por parte de los estudiantes, con un nivel de acuerdo casi perfecto entre evaluadores (Kappa de Cohen de 0,9). Universidad Pedagógica y Tecnológica de Colombia 2019-08-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10013 10.19053/20278306.v10.n1.2019.10013 Revista de Investigación, Desarrollo e Innovación; Vol. 10 No. 1 (2019): Julio-Diciembre; 79-92 Revista de Investigación, Desarrollo e Innovación; Vol. 10 Núm. 1 (2019): Julio-Diciembre; 79-92 2389-9417 2027-8306 spa https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10013/8452 https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10013/9715 Derechos de autor 2019 REVISTA DE INVESTIGACIÓN, DESARROLLO E INNOVACIÓN |
| spellingShingle | pedagogical model; teacher evaluation; accreditation in high quality; academic competences modelo pedagógico; evaluación docente; acreditación en alta calidad; competencias académicas Hernández-Maldonado, Edna Tatiana Rojas-Guevara, Jorge Ulises Gallo-Vargas, Rubén Darío Teaching practice and evaluation: strategy for continuous improvement in high quality accreditation processes |
| title | Teaching practice and evaluation: strategy for continuous improvement in high quality accreditation processes |
| title_alt | La práctica docente y su evaluación: estrategia para la mejora continua en los procesos de acreditación en alta calidad |
| title_full | Teaching practice and evaluation: strategy for continuous improvement in high quality accreditation processes |
| title_fullStr | Teaching practice and evaluation: strategy for continuous improvement in high quality accreditation processes |
| title_full_unstemmed | Teaching practice and evaluation: strategy for continuous improvement in high quality accreditation processes |
| title_short | Teaching practice and evaluation: strategy for continuous improvement in high quality accreditation processes |
| title_sort | teaching practice and evaluation strategy for continuous improvement in high quality accreditation processes |
| topic | pedagogical model; teacher evaluation; accreditation in high quality; academic competences modelo pedagógico; evaluación docente; acreditación en alta calidad; competencias académicas |
| topic_facet | pedagogical model; teacher evaluation; accreditation in high quality; academic competences modelo pedagógico; evaluación docente; acreditación en alta calidad; competencias académicas |
| url | https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10013 |
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