Room for a Third Space with Testimonio as Curriculum and Pedagogy

This article presents a proposal to analyze student perceptions, through a mathematical model, using a previously designed and validated questionnaire. This approach attempts to describe and explain the different positions and interpretations which inhabit students regarding the notion of professori...

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Autores:
Vásquez Rizo, Fredy Eduardo
Gabalan Coello, Jesus
Tipo de recurso:
Article of journal
Fecha de publicación:
2018
Institución:
Universidad Autónoma de Occidente
Repositorio:
RED: Repositorio Educativo Digital UAO
Idioma:
eng
OAI Identifier:
oai:red.uao.edu.co:10614/11406
Acceso en línea:
http://hdl.handle.net/10614/11406
Palabra clave:
Evaluación educativa
Educational accountability
Program evaluation
Student perceptions
Teaching-learning process
Teacher evaluation
Education
Evaluation
Rights
restrictedAccess
License
Derechos Reservados - Universidad Autónoma de Occidente
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network_acronym_str REPOUAO2
network_name_str RED: Repositorio Educativo Digital UAO
repository_id_str
dc.title.eng.fl_str_mv Room for a Third Space with Testimonio as Curriculum and Pedagogy
title Room for a Third Space with Testimonio as Curriculum and Pedagogy
spellingShingle Room for a Third Space with Testimonio as Curriculum and Pedagogy
Evaluación educativa
Educational accountability
Program evaluation
Student perceptions
Teaching-learning process
Teacher evaluation
Education
Evaluation
title_short Room for a Third Space with Testimonio as Curriculum and Pedagogy
title_full Room for a Third Space with Testimonio as Curriculum and Pedagogy
title_fullStr Room for a Third Space with Testimonio as Curriculum and Pedagogy
title_full_unstemmed Room for a Third Space with Testimonio as Curriculum and Pedagogy
title_sort Room for a Third Space with Testimonio as Curriculum and Pedagogy
dc.creator.fl_str_mv Vásquez Rizo, Fredy Eduardo
Gabalan Coello, Jesus
dc.contributor.author.none.fl_str_mv Vásquez Rizo, Fredy Eduardo
Gabalan Coello, Jesus
dc.subject.armarc.spa.fl_str_mv Evaluación educativa
topic Evaluación educativa
Educational accountability
Program evaluation
Student perceptions
Teaching-learning process
Teacher evaluation
Education
Evaluation
dc.subject.armarc.eng.fl_str_mv Educational accountability
dc.subject.proposal.eng.fl_str_mv Program evaluation
Student perceptions
Teaching-learning process
Teacher evaluation
Education
Evaluation
description This article presents a proposal to analyze student perceptions, through a mathematical model, using a previously designed and validated questionnaire. This approach attempts to describe and explain the different positions and interpretations which inhabit students regarding the notion of professorial quality. For this, a question that sums up the general perception was asked and grouped explanation was sought about teacher performance based on variables used by the scientific community for assessing teacher performance
publishDate 2018
dc.date.issued.none.fl_str_mv 2018-02-12
dc.date.accessioned.none.fl_str_mv 2019-11-06T14:36:08Z
dc.date.available.none.fl_str_mv 2019-11-06T14:36:08Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.issn.spa.fl_str_mv 1532-771X (Online)
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identifier_str_mv 1532-771X (Online)
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url http://hdl.handle.net/10614/11406
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dc.relation.citationstartpage.none.fl_str_mv 18
dc.relation.citationvolume.none.fl_str_mv 19
dc.relation.cites.eng.fl_str_mv Gabalán-Coello, J., y Vásquez-Rizo, F. E. (2018). Teacher’s evaluation approach behind the student’s voices: A case in higher education and its context. Journal of Latinos and Education. 19(1), 18-30. DOI: 10.1080/15348431.2018.1432485
dc.relation.ispartofjournal.eng.fl_str_mv Journal of Latinos and Education,
dc.relation.references.none.fl_str_mv Alimohammadlou, M., & Eslamloo, F. (2016). Relationship between total quality management, knowledge transfer and knowledge diffusion in the academic settings. Procedia – Social and Behavioral Sciences, 230, 104–111. doi:10.1016/j.sbspro.2016.09.013
Benedict, A. E., Thomas, R. A., Kimerling, J., & Leko, C. (2013). Trends in teacher evaluation. Teaching Exceptional Children, 45(5), 60–68. doi:10.1177/004005991304500507
Bülbül, T., Tunς, B., Özdem, G., & Inandi, Y. (2013). Teacher perceptions of school-based evaluation: A descriptive analysis based on teachers’ wives. Educational Sciences: Theory & Practice, 13(4), 2119–2124
Charalambous, C. Y., Komitis, A., Papacharalambous, M., & Stefanou, A. (2014). Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers’ perceptions. Teaching and Teacher Education, 41, 22–33. doi:10.1016/j.tate.2014.03.001
Chen, W., Mason, S., Staniszewski, C., Upton, A., & Valley, M. (2012). Assessing the quality of teachers’ teaching practices. Educational Assessment, Evaluation and Accountability, 24(1), 25–41. doi:10.1007/s11092-011-9134-2 [Crossref], [Web of Science ®]
Coffey, M., & Gibbs, G. (2000). Can academics benefit from training? Some preliminary evidence. Teaching in Higher Education, 5(3), 37–41. doi:10.1080/713699136 [Taylor & Francis Online]
Khalid, S., Knouzi, N., Tanane, O., & Talbi, M. (2014). Balanced scoreboard, the performance tool in higher education: Establishment of performance indicators. Procedia—Social and Behavioral Sciences, 116, 4552–4558. doi:10.1016/j.sbspro.2014.01.984 [Crossref]
Kim, B. H., & Kim, J. (2016). Development and validation of evaluation indicators for teaching competency in STEM education in Korea. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1909–1924. [Web of Science ®]
Marsh, H. W. (1982). Validity of student’s evaluations of college teaching: A multirate, multimethod analysis. Journal of Educational Psychology, 74(2), 264–279. doi:10.1037/0022-0663.74.2.264 [Crossref], [Web of Science ®]
Oliver, M., & Trigwell, F. (2005). Can “blended learning” be redeemed? E-Learning, 2(1), 17–26. doi:10.2304/elea.2005.2.1.2 [Crossref]
Oon-Seng, T. (2012). Singapore’s holistic approach to teacher development. Phi Delta Kappan, 94(3), 76–77. doi:10.1177/003172171209400320 [Crossref], [Web of Science ®]
Patton, M. Q. (2002). Qualitative research & evaluation methods (3d ed.). Thousand Oaks, CA: Sage Publications
Radinger, T. (2014). School leader appraisal: A tool to strengthen school leaders’ pedagogical leadership and skills for teacher management? European Journal of Education, 49(3), 378–394. doi:10.1111/ejed.2014.49.issue-3 [Crossref], [Web of Science ®]
Rose, P. (2015). Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity. International Journal of Educational Development, 40, 289–296. doi:10.1016/j.ijedudev.2014.11.006 [Crossref], [Web of Science ®]
Scrutton, R., & Beames, S. (2015). Measuring the unmeasurable: Upholding rigor in quantitative studies of personal and social development in outdoor adventure education. Journal of Experiential Education, 38(1), 8–25. doi:10.1177/1053825913514730 [Crossref]
Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of teaching: A model. Higher Education Research & Development, 19(2), 155–168. doi:10.1080/072943600445628 [Taylor & Francis Online]
Trigwell, K., & Prosser, M. (2000). Understanding learning and teaching: The experience in higher education. Ann Arbor, MI: The Society for Research into Higher Education
Vásquez-Rizo, F. E., & Gabalán-Coello, J. (2006). Percepciones estudiantiles y su influencia en la evaluación del profesorado: Un caso en la Universidad Autónoma de Occidente, Cali, Colombia [Student perceptions and their influence on the evaluation of the teaching staff: A case at the Universidad Autónoma de Occidente, Cali, Colombia]. Revista Electrónica de Investigación y Evaluación Educativa (RELIEVE), 12(2), 219–245
De La Garza-García, J. (1995). Análisis de la información mercadológica a través de la estadística multivariante [Marketing information analysis through multivariate statistics]. Mexico City, Mexico: Editorial Alambra
Diaz-Monroy, L. G. (2002). Estadística multivariada: Inferencia y métodos [Multivariate statistics: Inference and methods]. Bogotá, Colombia: Universidad Nacional de Colombia
Gabalán-Coello, J., & Vásquez-Rizo, F. E. (2012). Evaluación docente y pensamiento sistémico: Alianza efectiva para la valoración profesoral a nivel posgrado [Professors’ evaluation and systemic thinking: Effective partnership for the professorial assessment at the graduate level]. Plumilla Educativa, 9(11), 297–311
Peña, D. (2002). Análisis de datos multivariantes [Multivariate data analysis] (1st ed.). Madrid, Spain: McGraw-Hill
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spelling Vásquez Rizo, Fredy Eduardovirtual::5038-1Gabalan Coello, Jesus9977752e6d5b90ce7dfb20b9d402b4352019-11-06T14:36:08Z2019-11-06T14:36:08Z2018-02-121532-771X (Online)http://hdl.handle.net/10614/1140610.1080/15348431.2018.1432485This article presents a proposal to analyze student perceptions, through a mathematical model, using a previously designed and validated questionnaire. This approach attempts to describe and explain the different positions and interpretations which inhabit students regarding the notion of professorial quality. For this, a question that sums up the general perception was asked and grouped explanation was sought about teacher performance based on variables used by the scientific community for assessing teacher performanceapplication/pdf14 páginasengRoutledgeDerechos Reservados - Universidad Autónoma de Occidentehttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/restrictedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_16ecreponame:Repositorio Institucional UAORoom for a Third Space with Testimonio as Curriculum and PedagogyArtículo 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/ARTREFinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Evaluación educativaEducational accountabilityProgram evaluationStudent perceptionsTeaching-learning processTeacher evaluationEducationEvaluation3011819Gabalán-Coello, J., y Vásquez-Rizo, F. E. (2018). Teacher’s evaluation approach behind the student’s voices: A case in higher education and its context. Journal of Latinos and Education. 19(1), 18-30. DOI: 10.1080/15348431.2018.1432485Journal of Latinos and Education,Alimohammadlou, M., & Eslamloo, F. (2016). Relationship between total quality management, knowledge transfer and knowledge diffusion in the academic settings. Procedia – Social and Behavioral Sciences, 230, 104–111. doi:10.1016/j.sbspro.2016.09.013Benedict, A. E., Thomas, R. A., Kimerling, J., & Leko, C. (2013). Trends in teacher evaluation. Teaching Exceptional Children, 45(5), 60–68. doi:10.1177/004005991304500507Bülbül, T., Tunς, B., Özdem, G., & Inandi, Y. (2013). Teacher perceptions of school-based evaluation: A descriptive analysis based on teachers’ wives. Educational Sciences: Theory & Practice, 13(4), 2119–2124Charalambous, C. Y., Komitis, A., Papacharalambous, M., & Stefanou, A. (2014). Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers’ perceptions. Teaching and Teacher Education, 41, 22–33. doi:10.1016/j.tate.2014.03.001Chen, W., Mason, S., Staniszewski, C., Upton, A., & Valley, M. (2012). Assessing the quality of teachers’ teaching practices. Educational Assessment, Evaluation and Accountability, 24(1), 25–41. doi:10.1007/s11092-011-9134-2 [Crossref], [Web of Science ®]Coffey, M., & Gibbs, G. (2000). Can academics benefit from training? Some preliminary evidence. Teaching in Higher Education, 5(3), 37–41. doi:10.1080/713699136 [Taylor & Francis Online]Khalid, S., Knouzi, N., Tanane, O., & Talbi, M. (2014). Balanced scoreboard, the performance tool in higher education: Establishment of performance indicators. Procedia—Social and Behavioral Sciences, 116, 4552–4558. doi:10.1016/j.sbspro.2014.01.984 [Crossref]Kim, B. H., & Kim, J. (2016). Development and validation of evaluation indicators for teaching competency in STEM education in Korea. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1909–1924. [Web of Science ®]Marsh, H. W. (1982). Validity of student’s evaluations of college teaching: A multirate, multimethod analysis. Journal of Educational Psychology, 74(2), 264–279. doi:10.1037/0022-0663.74.2.264 [Crossref], [Web of Science ®]Oliver, M., & Trigwell, F. (2005). Can “blended learning” be redeemed? E-Learning, 2(1), 17–26. doi:10.2304/elea.2005.2.1.2 [Crossref]Oon-Seng, T. (2012). Singapore’s holistic approach to teacher development. Phi Delta Kappan, 94(3), 76–77. doi:10.1177/003172171209400320 [Crossref], [Web of Science ®]Patton, M. Q. (2002). Qualitative research & evaluation methods (3d ed.). Thousand Oaks, CA: Sage PublicationsRadinger, T. (2014). School leader appraisal: A tool to strengthen school leaders’ pedagogical leadership and skills for teacher management? European Journal of Education, 49(3), 378–394. doi:10.1111/ejed.2014.49.issue-3 [Crossref], [Web of Science ®]Rose, P. (2015). Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity. International Journal of Educational Development, 40, 289–296. doi:10.1016/j.ijedudev.2014.11.006 [Crossref], [Web of Science ®]Scrutton, R., & Beames, S. (2015). Measuring the unmeasurable: Upholding rigor in quantitative studies of personal and social development in outdoor adventure education. Journal of Experiential Education, 38(1), 8–25. doi:10.1177/1053825913514730 [Crossref]Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of teaching: A model. Higher Education Research & Development, 19(2), 155–168. doi:10.1080/072943600445628 [Taylor & Francis Online]Trigwell, K., & Prosser, M. (2000). Understanding learning and teaching: The experience in higher education. Ann Arbor, MI: The Society for Research into Higher EducationVásquez-Rizo, F. E., & Gabalán-Coello, J. (2006). Percepciones estudiantiles y su influencia en la evaluación del profesorado: Un caso en la Universidad Autónoma de Occidente, Cali, Colombia [Student perceptions and their influence on the evaluation of the teaching staff: A case at the Universidad Autónoma de Occidente, Cali, Colombia]. Revista Electrónica de Investigación y Evaluación Educativa (RELIEVE), 12(2), 219–245De La Garza-García, J. (1995). Análisis de la información mercadológica a través de la estadística multivariante [Marketing information analysis through multivariate statistics]. Mexico City, Mexico: Editorial AlambraDiaz-Monroy, L. G. (2002). Estadística multivariada: Inferencia y métodos [Multivariate statistics: Inference and methods]. Bogotá, Colombia: Universidad Nacional de ColombiaGabalán-Coello, J., & Vásquez-Rizo, F. E. (2012). Evaluación docente y pensamiento sistémico: Alianza efectiva para la valoración profesoral a nivel posgrado [Professors’ evaluation and systemic thinking: Effective partnership for the professorial assessment at the graduate level]. Plumilla Educativa, 9(11), 297–311Peña, D. (2002). Análisis de datos multivariantes [Multivariate data analysis] (1st ed.). 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