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Experiencia de reflexión sobre el Portafolio de desempeño pedagógico (PDP) en la evaluación del docente en Chile
(Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
Vidal Sepúlveda, Paola
;
Nocetti-de-la-Barra
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Public policy points to an evaluation process with a formative nature, but there is not enough research in this regard and therefore, the objective of the study was to describe the experience of reflection in the framework of the development of the portfolio of pedagogical performance (PDP) in teachers of public establishments in the commune of Santiago, Chile. The study was interpretive, particularly a case study, in which teachers selected by intentional sampling participated. Semi-structured interviews were developed, which were subjected to a content analysis. The results show impeding conditions for personal and institutional reflection. Less facilitating conditions for reflection were identified and it is concluded that there are more conditions that limit reflection and also, it could be noted that the formative function of this teaching evaluation is not fulfilled.
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Procesos autoevaluativos entre docentes universitarios: aproximación mediante casos en el contexto de una institución privada
(Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
Velázquez, Luis Medina
;
Rigo Lemini, Marco Antonio
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
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.
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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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