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    Item type:Publication,
    Propuesta metodológica para evaluar modelos académicos en instituciones educativas
    (Universidad Panamericana, Escuela de Pedagogía, 2021-01-02)
    Quintero Macías, Carlos Antonio
    ;
    Peña Vargas, Carmen Silvia
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The present article aims to present a methodological proposal to evaluate academic mo-dels, as well as to present the general results of its implementation in an educational insti-tution. For its preparation, educational and academic evaluation models were analyzed, as well as the review of institutional documents and the application of interviews and focus groups to managers and teachers. The main contribution of the article is the evaluation pro-posal, which can be used to analyze educational and academic models of other educational institutions, preferably of a higher level. The final part shows the results of the empirical application of the methodology in a university center, through which the theoretical and conceptual structure of the model was analyzed, its real implementation with different ac-tors, as well as the results that have been obtained over the years, seen through the impacts of its graduates and institutional indicators. In such a way that the methodological proposal can be applied to analyze one or all educational aspects that are presented in the institutions.
      5  60
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    Desarrollo profesional docente en escuelas de educación primaria: un estudio diagnóstico desde una perspectiva internacional
    (Universidad Panamericana, Escuela de Pedagogía, 2017-07-10)
    Elizondo-García, Josemaría
    ;
    Gallardo, Katherina
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    Training and professional development of teachers are strategies that education systems must strengthen in order to face the new educa-tional challenges. To promote their improvement it is necessary to know the schools and teachers conditions in which these are implemented. A descriptive research about some aspects related to the professional development of teachers in Colima, Mexico is presented, in compa-rison with other teachers at an international scale. Questionnaires based on TALIS were applied to 842 teachers of public elementary schools focused on the variables of professional training, induction, mentoring and teacher assessment. Considering an international perspective, the results show professional development and trai-ning are more attended in Mexico. However, induction, mentoring and assessment are some areas of opportunity for this country. The urgent need to revise the offer of teacher training is appreciated, so this can be adapted to the cultural context and the particular needs of teachers.
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