What Do Students Think of my Way of Teaching?An Approach in a Developing Country
El presente estudio es un constructo académico que busca saber qué aspectos influyen en la evaluación general del desempeño de un maestro, en términos de las variables universalmente aceptadas por la comunidad científica: cumplimiento, compromiso, propiedad, metodología, evaluación y relaciones inte...
- Autores:
-
Gabalan Coello, Jesus
Laurier, Michel
Vásquez Rizo, Fredy Eduardo
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2019
- Institución:
- Universidad Autónoma de Occidente
- Repositorio:
- RED: Repositorio Educativo Digital UAO
- Idioma:
- eng
- OAI Identifier:
- oai:red.uao.edu.co:10614/13427
- Acceso en línea:
- https://hdl.handle.net/10614/13427
- Palabra clave:
- Personal docente
Educators
País en desarrollo
Educación
Evaluación
Educación superior
Formación/desarrollo docenteeng
Education
Assessment
Developing country
Teacher education/development
Higher education
Evaluation
- Rights
- openAccess
- License
- Derechos reservados - Universidad Libre, Sede Cartagena, 2019
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What Do Students Think of my Way of Teaching?An Approach in a Developing Country |
| dc.title.alternative.spa.fl_str_mv |
¿Qué piensan mis alumnos de mi forma de enseñar? Un enfoque en un país en desarrollo |
| title |
What Do Students Think of my Way of Teaching?An Approach in a Developing Country |
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What Do Students Think of my Way of Teaching?An Approach in a Developing Country Personal docente Educators País en desarrollo Educación Evaluación Educación superior Formación/desarrollo docenteeng Education Assessment Developing country Teacher education/development Higher education Evaluation |
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What Do Students Think of my Way of Teaching?An Approach in a Developing Country |
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What Do Students Think of my Way of Teaching?An Approach in a Developing Country |
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What Do Students Think of my Way of Teaching?An Approach in a Developing Country |
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What Do Students Think of my Way of Teaching?An Approach in a Developing Country |
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What Do Students Think of my Way of Teaching?An Approach in a Developing Country |
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Gabalan Coello, Jesus Laurier, Michel Vásquez Rizo, Fredy Eduardo |
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Gabalan Coello, Jesus Laurier, Michel |
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Vásquez Rizo, Fredy Eduardo |
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Universidad Libre, Sede Cartagena |
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Personal docente |
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Personal docente Educators País en desarrollo Educación Evaluación Educación superior Formación/desarrollo docenteeng Education Assessment Developing country Teacher education/development Higher education Evaluation |
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Educators |
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País en desarrollo Educación Evaluación Educación superior |
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Formación/desarrollo docenteeng Education Assessment Developing country Teacher education/development Higher education Evaluation |
| description |
El presente estudio es un constructo académico que busca saber qué aspectos influyen en la evaluación general del desempeño de un maestro, en términos de las variables universalmente aceptadas por la comunidad científica: cumplimiento, compromiso, propiedad, metodología, evaluación y relaciones interpersonales. Este estudio toma como fuente de información las opiniones de los estudiantes, reunidas a través de cuestionarios de percepción del desarrollo de cursos en una universidad colombiana. La agrupación se realiza según las áreas temáticas a las que pertenecen las asignaturas impartidas, reconociendo la especificidad de los núcleos de estas asignaturas. Se utilizó una regresión logística binaria a nivel de procedimiento, identificando la dicotomía de cada variable que se encuentra en el estándar de calidad definido por la política institucional. Con esto se pretende concluir sobre la incidencia de la satisfacción particular en las variables de desempeño docente con respecto a la satisfacción general, visto tanto a nivel disciplinario como institucional |
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2019 |
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2019-12 |
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2021-11-10T21:36:50Z |
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Gabalán Coello, J., Vásquez Rizo, F. E., Laurier, M. (2019). What Do Students Think of my Way of Teaching?An Approach in a Developing Country. Saber, Ciencia y Libertad. Universidad Libre. (Vol. 14 (2), pp. 232-246. Doi.org/10.18041/2382-3240/saber.2019v14n2.5888 |
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Avalos, B., & Assael, J. (2006). Moving from resistance to agreement: the case of the Chilean teacher performance evaluation. International Journal of Educational Research, 45(4-5), 254-266. https://doi.org/10.1016/j.ijer.2007.02.004 Braskamp, L. A., & Ory, J. C. (1994). Assessing faculty work: enhancing individual and institutional performance. San Francisco, CA: Jossey-Bass Higher and Adult Education Series Colby, S. A., Bradshaw, L. K., & Joyner, R. L. (2002). Teacher evaluation: a review of the literature. Retrieved from http://files.eric.ed.gov/fulltext/ED464915.pdf Feldman, K. A. (1989). The association between student ratings of specific instructional dimensions and student achievement: refining and extending the synthesis of data from multisection validity studies. Research in Higher Education, 30(6), 583-645. https://doi.org/10.1007/BF00992392 Flores, M. A. (2012). The implementation of a new policy on teacher appraisal in Portugal: how do teachers experience it at school? Educational Assessment, Evaluation and Accountability, 24(4), 351-368. https://doi.org/10.1007/s11092-012-9153-7 Gabalán-Coello, J., & Vásquez-Rizo, F. E. (2008). Del otro lado de la pizarra: relación estudiante profesor desde perspectivas disciplinares [The other side of the blackboard: The student-teacher relationship from a disciplinary perspective]. Revista Educación y Educadores, 11(1), 103-126 López-Mera, S. F. (2012). Estimación del efecto colegio en Colombia: 1980 – 2009 [Estimating the school effect in Colombia: 1980 – 2009]. Estudios Gerenciales, 28(122), 49-68. https://doi.org/10.1016/S0123-5923(12)70193-6 Marsh, H. W. (1982). Validity of students evaluations of college teaching a multirate multimethod analyse. Journal of Educational Psychology, 74(2), 264–279 Shavelson, R. J. (2008). La medición como una manera de expresar la evaluación del estudiante: sus posibilidades y limitaciones [Measurement as a way of expressing the student’s assessment: Its possibilities and limitations]. Retrieved from http://dewey.uab.es/http://www.colombiaaprende.edu.co/html/mediateca/1607/article-175477.html Stronge, J. H. (1995). Balancing individual and institutional goals in educational personnel evaluation: a conceptual framework. Studies in Educational Evaluation, 21(2), 131-151. Visser-Wijnveen, G. J., Van der Rijst, R. M., & Van Driel, J. H. (2016). A questionnaire to capture students’ perceptions of research integration in their courses. Higher Education, 71(4), 473-488. https://doi.org/10.1007/s1073 Sanders, W. L., Horn, S. P., & Wright, S. P. (1997). Teacher and classroom effects on student achievement: implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11(1), 57-67. https://doi.org/10.1023/A:1007999204543 |
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Gabalan Coello, Jesus9977752e6d5b90ce7dfb20b9d402b435Laurier, Michela85445180de2ef39151cbac10e1d38b4Vásquez Rizo, Fredy Eduardovirtual::5041-1Universidad Libre, Sede Cartagena2021-11-10T21:36:50Z2021-11-10T21:36:50Z2019-1217947154https://hdl.handle.net/10614/13427El presente estudio es un constructo académico que busca saber qué aspectos influyen en la evaluación general del desempeño de un maestro, en términos de las variables universalmente aceptadas por la comunidad científica: cumplimiento, compromiso, propiedad, metodología, evaluación y relaciones interpersonales. Este estudio toma como fuente de información las opiniones de los estudiantes, reunidas a través de cuestionarios de percepción del desarrollo de cursos en una universidad colombiana. La agrupación se realiza según las áreas temáticas a las que pertenecen las asignaturas impartidas, reconociendo la especificidad de los núcleos de estas asignaturas. Se utilizó una regresión logística binaria a nivel de procedimiento, identificando la dicotomía de cada variable que se encuentra en el estándar de calidad definido por la política institucional. Con esto se pretende concluir sobre la incidencia de la satisfacción particular en las variables de desempeño docente con respecto a la satisfacción general, visto tanto a nivel disciplinario como institucionalThe present study is an academic construct that seeks to know which aspects influence the overall performance evaluation of a teacher, in terms of the variables universally accepted by the scientific community, which are: compliance, commitment, knowledgeability, methodology, evaluation and interpersonal relationships. This study takes as source of information the opinions of students, gathered through questionnaires on the perception of the development of courses in a Colombian university. A grouping is done by the subject areas to which the taught subjects belong, recognizing the specificity of the nuclei of these. A binary logistic regression was used at the process, identifying the dichotomy of each variable that is in the standard of quality defined by institutional policy. This intends to conclude on the incidence of particular satisfaction in teacher performance variables regarding overall satisfaction, seen both at a disciplinary and institutional level15 páginasapplication/pdfengSaber, Ciencia y LibertadCartagenaDerechos reservados - Universidad Libre, Sede Cartagena, 2019https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2What Do Students Think of my Way of Teaching?An Approach in a Developing Country¿Qué piensan mis alumnos de mi forma de enseñar? Un enfoque en un país en desarrolloArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Personal docenteEducatorsPaís en desarrolloEducaciónEvaluaciónEducación superiorFormación/desarrollo docenteengEducationAssessmentDeveloping countryTeacher education/developmentHigher educationEvaluationVolumen 14, número 2 (2019)246223214Gabalán Coello, J., Vásquez Rizo, F. E., Laurier, M. (2019). What Do Students Think of my Way of Teaching?An Approach in a Developing Country. Saber, Ciencia y Libertad. Universidad Libre. (Vol. 14 (2), pp. 232-246. Doi.org/10.18041/2382-3240/saber.2019v14n2.5888Saber, ciencia y libertadAvalos, B., & Assael, J. (2006). Moving from resistance to agreement: the case of the Chilean teacher performance evaluation. International Journal of Educational Research, 45(4-5), 254-266. https://doi.org/10.1016/j.ijer.2007.02.004Braskamp, L. A., & Ory, J. C. (1994). Assessing faculty work: enhancing individual and institutional performance. San Francisco, CA: Jossey-Bass Higher and Adult Education SeriesColby, S. A., Bradshaw, L. K., & Joyner, R. L. (2002). Teacher evaluation: a review of the literature. Retrieved from http://files.eric.ed.gov/fulltext/ED464915.pdfFeldman, K. A. (1989). The association between student ratings of specific instructional dimensions and student achievement: refining and extending the synthesis of data from multisection validity studies. Research in Higher Education, 30(6), 583-645. https://doi.org/10.1007/BF00992392Flores, M. A. (2012). The implementation of a new policy on teacher appraisal in Portugal: how do teachers experience it at school? Educational Assessment, Evaluation and Accountability, 24(4), 351-368. https://doi.org/10.1007/s11092-012-9153-7Gabalán-Coello, J., & Vásquez-Rizo, F. E. (2008). Del otro lado de la pizarra: relación estudiante profesor desde perspectivas disciplinares [The other side of the blackboard: The student-teacher relationship from a disciplinary perspective]. Revista Educación y Educadores, 11(1), 103-126López-Mera, S. F. (2012). Estimación del efecto colegio en Colombia: 1980 – 2009 [Estimating the school effect in Colombia: 1980 – 2009]. Estudios Gerenciales, 28(122), 49-68. https://doi.org/10.1016/S0123-5923(12)70193-6Marsh, H. W. (1982). Validity of students evaluations of college teaching a multirate multimethod analyse. Journal of Educational Psychology, 74(2), 264–279Shavelson, R. J. (2008). La medición como una manera de expresar la evaluación del estudiante: sus posibilidades y limitaciones [Measurement as a way of expressing the student’s assessment: Its possibilities and limitations]. Retrieved from http://dewey.uab.es/http://www.colombiaaprende.edu.co/html/mediateca/1607/article-175477.htmlStronge, J. H. (1995). Balancing individual and institutional goals in educational personnel evaluation: a conceptual framework. Studies in Educational Evaluation, 21(2), 131-151.Visser-Wijnveen, G. J., Van der Rijst, R. M., & Van Driel, J. H. (2016). A questionnaire to capture students’ perceptions of research integration in their courses. Higher Education, 71(4), 473-488. https://doi.org/10.1007/s1073Sanders, W. L., Horn, S. P., & Wright, S. P. (1997). Teacher and classroom effects on student achievement: implications for teacher evaluation. 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