Núm. 29 (2020) enero-junio

This work explores the processes of self-evaluation and selfregulation of teaching practice among four university professors. We have been interested in identifying the mechanisms through which these professionals analyze and value their performance as well as the strategies they deploy trying to improve it. The research examines the beliefs and knowledge teachers have about the institutional evaluation of teacher performance and its implications on the phenomena of selfregulation and decision-making. The approach is based on the mediation paradigm focused on teacher thinking and develops a case study with academic staff participating in a Master’s in Education program. It was found that teachers face a wide range of situations and problems against which they practice complex and pressing decision-making, which does not always lead to the optimization of their daily work.