Significados y tensiones de la evaluación institucional: perspectiva del docente de las escuelas públicas de Barranquilla

Envisioning the improvement of educational institutions is necessary to present the results of reflection about the meanings and stresses of Institutional Assessment from the perspective of teachers in public schools of the District of Barranquilla, Colombia. The methodological design of the study is based on the hermeneutic -interpretative paradigm with ethnographic and qualitative approach. The data collection technique used was the semi - structured interview and group discussion. The interpretation resulted in evidence that the participants recognized the importance of the evaluation because it determines where you should head north to the processes of the institution, however, they are not completely fulfilled by lack of continuity, due to ignorance of the Guide N. 34, the distance between principals and teachers and the lack of participation of other sectors of the educational community, which is a determining factor for quality education.

• Autores: Roa G., Mayelin; Garcias P., Leiber
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2016
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/508
• Acceso en línea: https://hdl.handle.net/11323/508; https://repositorio.cuc.edu.co/
• Palabra clave: Evaluación institucional; Calidad educativa; Significados y tensiones; Institutional Assessment; Quality education; Meanings and stresses
• Rights: openAccess
• License: Atribución – No comercial – Compartir igual