Teaching evaluation, perspectives of the teachers of the Catholic University of Cuenca - La Troncal

Abstract

At the international level, evaluation is considered as a systematic process that, through the collection of data, makes it possible to verify whether the objectives set with respect to a set of standards have been achieved; in the case of education, it is a trivial issue, especially considering that teachers are constantly evaluated; although there are often methodological flaws in both the design and the process. Most Latin American governments have made significant progress in their teaching career proposals, however, despite good intentions, they fail to have a "successful" educational system. In the present research work, it is intended to determine the perspectives that teachers have regarding the process of teacher evaluation; having motivation as positive aspects as results, since 9 out of 10 teachers consider evaluation necessary within professional development, since they stand out as an opportunity to improve their performance in the classroom. This majority acceptance is reflected when analyzing the results of the application process of the evaluative instruments, it can be seen that on average more than 90% agree both in the way of carrying out the entire evaluation process (from the previous induction, during the evaluation itself and the socialization of the results), as well as on what is evaluated (mastery of their subject, teaching-learning strategies and formative research).