Teaching practice and evaluation: strategy for continuous improvement in high quality accreditation processes

The objective of this research was to analyze the evaluation of the teaching performance of the Professional Technician Program in Police Service (TPSP), redesigning the evaluation instruments and the protocol of the pedagogical assessment system, using a quantitative approach of descriptive type, carrying out an analysis univariate, using 2 by 2 contingency tables. Thus the level of agreement between evaluators was determined, correlating the 8 behavioral variables of the teacher evaluation: pedagogical planning, teaching and learning strategies, methodological development, learning evaluation, implementation of academic credits, living spaces, and knowledge domain and communication skills. An evaluation was carried out on 14 educational sites and the results of peer visits by the National Accreditation Council (CNA), using a validated questionnaire, along with the self-evaluation, hetero-evaluation and co-evaluation of 32 TPSP teachers and 296 Students. It was concluded that communicative skills and teaching-learning strategies are the variables that most affect the teacher evaluation by students, with an almost perfect level of agreement between evaluators (Cohen's Kappa of 0.9).

• Tipo de recurso: http://purl.org/coar/resource_type/c_6676
• Fecha de publicación: 2019
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/10310
• Acceso en línea: https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/10013; https://repositorio.uptc.edu.co/handle/001/10310
• Palabra clave: pedagogical model; teacher evaluation; accreditation in high quality; academic competences; modelo pedagógico; evaluación docente; acreditación en alta calidad; competencias académicas
• License: Derechos de autor 2019 REVISTA DE INVESTIGACIÓN, DESARROLLO E INNOVACIÓN