Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica

La presente tesis doctoral busca plantear una alternativa de evaluación formativa docente en instituciones de formación Tecnológica y técnica que permitan un tránsito de la forma de evaluar que tradicionalmente se realiza en este tipo de instituciones a una de tipo lúdico que involucre a los actores...

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Autores:
Parada Romero, Laura Belkis
Tipo de recurso:
Doctoral thesis
Fecha de publicación:
2018
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/14845
Acceso en línea:
http://hdl.handle.net/11634/14845
Palabra clave:
Evaluación formativa docente
Formación pedagógica
Labor docente
Evaluación de profesores
Paradigma cualitativo
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
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dc.title.spa.fl_str_mv Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica
title Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica
spellingShingle Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica
Evaluación formativa docente
Formación pedagógica
Labor docente
Evaluación de profesores
Paradigma cualitativo
title_short Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica
title_full Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica
title_fullStr Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica
title_full_unstemmed Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica
title_sort Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica
dc.creator.fl_str_mv Parada Romero, Laura Belkis
dc.contributor.advisor.spa.fl_str_mv Marín Gallego, José Duván
dc.contributor.author.spa.fl_str_mv Parada Romero, Laura Belkis
dc.subject.proposal.spa.fl_str_mv Evaluación formativa docente
Formación pedagógica
Labor docente
Evaluación de profesores
Paradigma cualitativo
topic Evaluación formativa docente
Formación pedagógica
Labor docente
Evaluación de profesores
Paradigma cualitativo
description La presente tesis doctoral busca plantear una alternativa de evaluación formativa docente en instituciones de formación Tecnológica y técnica que permitan un tránsito de la forma de evaluar que tradicionalmente se realiza en este tipo de instituciones a una de tipo lúdico que involucre a los actores de la evaluación y se desarrolle una participación activa de los mismos, como conocer los elementos que se orientan en el proceso de tal forma que no se genere temor o desconocimiento para hacer de esta ejercicio una estrategia para perfeccionar la dinámica de los docentes incluyendo aquellos que no tienen una formación pedagógica si no que llegan a la labor docente con su fortaleza disciplinar; este tipo de trabajos no son muy populares dado que la formación a nivel técnico y tecnológico no son frecuentemente investigados es por ello que esta investigación se constituye en un incentivo en la investigación en este nivel de formación. Es por lo anterior importante indagar a los actores evaluativos la posibilidad de ser evaluados de otras maneras desde su propia experiencia el uso del cuestionario en plataforma y la entrevista con los jefes son los procesos más comunes esta tesis logro encontrar otros elementos de la evaluación de profesores que complementa de manera más integral su actividad docente que no solo se limita a orientar la clase o catedra si no que incluye otras actividades que muy bien desempeña el docente en su día a día. La metodología utilizada para el desarrollo del proyecto fue bajo el paradigma cualitativo con un enfoque socio-crítico, un método de estudio de caso complejo y utilizando técnicas como el cuestionario, la entrevista, la nota de campo y la fotografía triangulada de tal forma que se expresarán las percepciones que se tienen de la evaluación docente, los actores de la evaluación, estudiantes, profesores directivos y profesionales de la calidad. Con una totalidad de 23 grupos focales, 257 cuestionarios aplicados, 23 notas de campo y una galería completa de fotografías con experiencias vividas.
publishDate 2018
dc.date.issued.spa.fl_str_mv 2018-07
dc.date.accessioned.spa.fl_str_mv 2019-01-22T14:09:07Z
dc.date.available.spa.fl_str_mv 2019-01-22T14:09:07Z
dc.type.local.spa.fl_str_mv Tesis doctoral
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dc.identifier.citation.spa.fl_str_mv Parada, L. (2018) Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica (Tesis Doctoral). Bogotá: Universidad Santo Tomás.
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identifier_str_mv Parada, L. (2018) Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica (Tesis Doctoral). Bogotá: Universidad Santo Tomás.
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repository.name.fl_str_mv Repositorio Universidad Santo Tomás
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spelling Marín Gallego, José DuvánParada Romero, Laura Belkis2019-01-22T14:09:07Z2019-01-22T14:09:07Z2018-07Parada, L. (2018) Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdica (Tesis Doctoral). Bogotá: Universidad Santo Tomás.http://hdl.handle.net/11634/14845reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coLa presente tesis doctoral busca plantear una alternativa de evaluación formativa docente en instituciones de formación Tecnológica y técnica que permitan un tránsito de la forma de evaluar que tradicionalmente se realiza en este tipo de instituciones a una de tipo lúdico que involucre a los actores de la evaluación y se desarrolle una participación activa de los mismos, como conocer los elementos que se orientan en el proceso de tal forma que no se genere temor o desconocimiento para hacer de esta ejercicio una estrategia para perfeccionar la dinámica de los docentes incluyendo aquellos que no tienen una formación pedagógica si no que llegan a la labor docente con su fortaleza disciplinar; este tipo de trabajos no son muy populares dado que la formación a nivel técnico y tecnológico no son frecuentemente investigados es por ello que esta investigación se constituye en un incentivo en la investigación en este nivel de formación. Es por lo anterior importante indagar a los actores evaluativos la posibilidad de ser evaluados de otras maneras desde su propia experiencia el uso del cuestionario en plataforma y la entrevista con los jefes son los procesos más comunes esta tesis logro encontrar otros elementos de la evaluación de profesores que complementa de manera más integral su actividad docente que no solo se limita a orientar la clase o catedra si no que incluye otras actividades que muy bien desempeña el docente en su día a día. La metodología utilizada para el desarrollo del proyecto fue bajo el paradigma cualitativo con un enfoque socio-crítico, un método de estudio de caso complejo y utilizando técnicas como el cuestionario, la entrevista, la nota de campo y la fotografía triangulada de tal forma que se expresarán las percepciones que se tienen de la evaluación docente, los actores de la evaluación, estudiantes, profesores directivos y profesionales de la calidad. Con una totalidad de 23 grupos focales, 257 cuestionarios aplicados, 23 notas de campo y una galería completa de fotografías con experiencias vividas.Doctor en EduaciónDoctoradoapplication/pdfspaUniversidad Santo TomásDoctorado en EducaciónFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Sistema formativo de evaluación docente en instituciones de formación técnica y tecnológica: una propuesta lúdicaTesis doctoralinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_db06info:eu-repo/semantics/doctoralThesisCRAI-USTA DuadAcevedo, R. (2003). Factores que inciden en la competencia universitaria docente universitaria. (Memoria para optar al grado de Doctor). Madrid, España: Universidad Complutense de Madrid. Facultad de Educación. Recuperado el 25 de abril de 2015, de http://biblioteca.ucm.es/tesis/edu/ucm-t26870.pdfAcosta, D., & Caro, A. (2013). Una metodología lúdica para facilitar la implementación de sistemas de gestión de la calidad (Trabajo de Grado Ingeniero Industrial). Pereira, Colombia: Universidad Tecnológica de Pereira. Recuperado el 24 de septiembre de 2017, de http://repositorio.utp.edu.co/dspace/bitstream/handle/11059/3476/6583A185.pdf?sequence=1Aguilar, A., Ampuero, N., & Loncomilla, L. (2008). Evaluación del desempeño docente: diagnóstico desde la perspectiva de los estudiantes. En C. -M. Chile, Evaluación del desempeño docente y calidad de la docencia universitaria (págs. 71-80). Santiago de Chile: CINDA. Recuperado el 30 de septiembre de 2017, de http://www.cinda.cl/download/libros/EVALUACIÓN%20DEL%20DESEMPEÑO%20DOCEN.pdfAlfageme, M., & Caballero, K. (2010). Evaluación y profesorado en la Universidad Española. Educatio Siglo XXI, 28(1), 271-294. Recuperado el 15 de septiembre de 2017, de http://revistas.um.es/educatio/article/view/109821/104631Álvarez, J. M. (2001). Evaluar para Conocer , Examinar para Excluir. Madrid, España: Morata.Andrade, H., Maestre, G., & López, G. (2008). La lúdica y las redes humanas como estrategia para promover la sostenibilidad de la incorporación de la dinámica de sistemas en las escuelas colombianas. Recuperado el 30 de septiembre de 2017, de ResearchGate: https://www.researchgate.net/publication/242746298_LA_LUDICA_Y_LAS_REDES_HUMANAS_COMO_ESTRATEGIA_PARA_PROMOVER_LA_SOSTENIBILIDAD_DE_LA_INCORPORACION_DE_LA_DINAMICA_DE_SISTEMAS_EN_LAS_ESCUELAS_COLOMBIANASBáez, M., Cazenave, M., & Lagos, J. (2007). Percepción de la evaluación del desempeño docente: diagnóstico desde la perspectiva del docente. En C. -M. Chile, Evaluación del desempeño docente y calidad de la docencia universitaria (págs. 57-85). Santiago de Chile: CINDA. Recuperado el 30 de septiembre de 2017, de http://www.cinda.cl/download/libros/EVALUACIÓN%20DEL%20DESEMPEÑO%20DOCEN.pdfBakhtin, M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.Bolívar, A. (2008). Evaluación de la práctica docente. Una Revisión desde España. Revista Iberoamericana de Evaluación Educativa, 1(2), 1-19. Recuperado el 28 de septiembre de 2017, de https://revistas.uam.es/index.php/riee/article/view/4666/5103Bolívar, C. (noviembre de 1998). Aproximacion a los conceptos de ludica y ludopatia. Recuperado el 28 de octubre de 2017, de Fundación Latinoamericana de Tiempo Libre y Recreación - FUNLIBRE: http://www.redcreacion.org/documentos/congreso5/CBolivar.htmBolseguí, M., & Fuguet, A. (2006). Cultura de evaluación: una aproximación conceptual. Investigación y Postgrado, 21(1), 77-98. Recuperado el 16 de septiembre de 2017, de http://www.redalyc.org/pdf/658/65821104.pdfBozú, Zoia. (2012). Como elaborar un portafolio para la mejora de la docencia universitaria. Una experiencia de formación del profesorado. Editorial Octaedro, primera edición.Careaga, A. (2001). Evaluación como herramienta de transformación de la práctica docente. Educere, 5(15), 345-352. Recuperado el 30 de agosto de 2017, de http://webcache.googleusercontent.com/search?q=cache:-8f-06ifRBAJ:www.redalyc.org/pdf/356/35651519.pdf+&cd=1&hl=es-419&ct=clnk&gl=co&client=operaCasero, A. (2008). Propuesta de un cuestionario de evaluación de la calidad docente universitaria consensuado entre alumnos y profesores. Revista de investigación educativa, 26(1), 25-44. Recuperado el 17 de septiembre de 2017, de http://revistas.um.es/rie/article/view/94091/90721Catalán, J., & González, M. (2009). Actitud hacia la evaluación del desempeño docente y su relación con la autoevaluación del propio desempeño, en profesores básicos de Copiapó, La Serena y Coquimbo. Psykhe, 18(2), 97-11. Recuperado el 25 de agosto de 2017, de http://www.scielo.cl/pdf/psykhe/v18n2/art07.pdfCedeño, M. (2001). Aportes de la investigación cualitativa y sus alcances en el ámbito educativo. Revista Electrónica "Actualidades Investigativas en Educación", 1(1), 1-23. Recuperado el 18 de octubre de 2017, de http://www.redalyc.org/pdf/447/44710105.pdfChacón, P. (2008). El Juego Didáctico como estrategia de enseñanza y aprendizaje ¿Cómo crearlo en el aula? Nueva Aula Abierta, 16(5), 1-8. Recuperado el 14 de octubre de 2017, de http://www.grupodidactico2001.com/PaulaChacon.pdfChame, A. (2009). Fotografía: un abordaje antropológico. El mito, el tiro, el cuerpo y la estética. Reflexión Académica en Diseño y Comunicación, 11(10), 53-54. Recuperado el 25 de octubre de 2017, de Universidad de Palermo. Facultad de Diseño y Comunicación: http://fido.palermo.edu/servicios_dyc/publicacionesdc/vista/detalle_articulo.php?id_libro=125&id_articulo=1159Cid, A. (2004). El clima escolar como factor de calidad en centros de educación secundaria de la provincia de Eurense. Revista de Investigación Educativa, 22(1), 113-144. Recuperado el 28 de octubre de 2017, de http://revistas.um.es/rie/article/view/98811CIDE. (7 de Noviembre de 2017). Inicio. Recuperado el 25 de octubre de 2017, de Corporación Internacional para el Desarrollo Educativo: https://www.cide.edu.co/Coloma, C. (2010). Estudio comprensivo sobre la evaluación del docente. Revista Iberoamericana de Evaluación Educativa, 3(1e), 60-76. Recuperado el 19 de octubre de 2017, de http://www.rinace.net/riee/numeros/vol3-num1_e/art5.pdf.Condemarín, M., & Medina, A. (2000). Evaluación de los aprendizajes: Un medio para mejorar las competencias linguísticas y comunicativas. Santiago de Chile: Ministerio de Educación.Contreras, G., Faúndez, F., Gutiérrez, A., Jiménez, G., Ponce, M., & Silva, E. (2007). Diagnóstico del proceso e instrumentos usados actualmente para la evaluación del desempeño docente. 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Revista Internacional de Educación para la Justicia Social, 4(2), 13-27. Recuperado el 06 de octubre de 2017, de https://revistas.uam.es/riejs/article/viewFile/2368/2642Giroux, H. (2016). Critical Pedagogy , Paulo Freire and the Courage to be Political. e-Curriculum, 14(1), 296-306.González, F., Macías, E., Rodríguez, M., & Aguilera, J. (2009). Prospectiva y evaluación del ejercicio docente de los profesores universitarios como exponente de buena calidad. Revista de Universidad y Sociedad del Conocimiento, 6(2), 38-48. Recuperado el 25 de septiembre de 2017, de http://tecnologiaedu.us.es/mec2011/htm/mas/5/51/49.pdfGonzález, J. (2011). El Medio Urbano como ámbito de conocimiento escolar. Análisis y propuestas a partir de un estudio de concepciones de alumnado de Bogotá (Tesis Doctoral). Sevilla, España: Universidad de Sevilla. Facultad de Ciencias de la Educación. 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