La docencia universitaria y la evaluación del desempeño docente
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2020
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INIE
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El propósito de este estudio fue determinar las características que debe tener la evaluación del desempeño docente en la Universidad de Costa Rica para garantizar la coherencia pedagógica, curricular y didáctica propiciando la construcción de aprendizajes significativos por parte de la población estudiantil.
La investigación es de tipo descriptivo porque su objeto de estudio busca “ describir situaciones y eventos. Esto es, decir cómo es y cómo se manifiesta determinado fenómeno” (Hernández, Fernández y Baptista, 1998, p. 60). No obstante, esta categoría no alcanza todo lo esperado pues, enfatiza en la relación de variables, cuando en la presente investigación, si bien se va a describir el fenómeno de la evaluación del desempeño docente a partir de los aportes de las personas consultadas, no se relacionarán variables, sino que la descripción será el insumo para determinar las características que debe tener la evaluación del desempeño docente en la educación superior y garantizar la coherencia pedagógica, curricular y didáctica generando aprendizajes significativos por parte de la población estudiantil. El estudio tiene un enfoque cualitativo y se orienta a:
1. Realizar análisis de procesos y no de productos terminados.
2. Busca la interpretación sin limitarse a la descripción.
3. Estudiar el proceso de cambio, dando prioridad al proceso y no al objeto y revisando la relación entre posibles causas y factores que intervienen en el proceso.
4. Retomar los aportes de las personas consultadas es fundamental pues el “potencial del lenguaje para describir un conjunto de casos, y para comunicar el contenido de la experiencia humana, es tremendo” y transforma la realidad de quien se expresa ( Langer, en Eisner, 1998, p. 45).
La población participante estuvo constituida por 28 personas, de las cuales, las personas administrativas entrevistadas fueron las que trabajan en la Sección de Régimen Académico de la Universidad de Costa Rica, con quienes se realizó una entrevista grupal. En relación con las personas docentes que participaron, se encuentran las que integran la Comisión de Régimen Académico de la UCR, el personal docente que obtuvo la categoría de catedrático en los últimos cinco años y que aceptó la entrevista, las personas docentes que participaron en el grupo focal, así como el personal docente que coordina procesos de evaluación docente en las Escuelas de Ciencias de la Comunicación Colectiva y Agronomía.
Entre las conclusiones a las que llegó la investigación se encuentran las siguientes: Una primera impresión permite inferir que la evaluación de la coherencia curricular es una oportunidad de mejora, tanto para la propuesta curricular como para las personas docentes. También que el tema es un poco abstracto para las personas pues los instrumentos de evaluación del desempeño docente en la UCR se concentran en evaluar otros aspectos sin visualizar la relación de la coherencia curricular con el desempeño docente. Ahora, con el recién aprobado Reglamento del Centro de Evaluación Académica, en que se funde el Departamento de Investigación y Evaluación Académica con la Sección Técnica de Evaluación Académica creando el Área de de Investigación y Evaluación Curricular y Académica, se vislumbra un panorama más concreto para que se logre relacionar el currículo y el desempeño docente. Evaluar la coherencia curricular rompe el paradigma de evaluar acciones en el aula por sí mismas y considerar, como elemento esencial, el relacionarlas con el trayecto curricular que recorren las personas estudiantes durante su formación profesional. Los objetivos de la presente investigación se logran en su totalidad, demostrándose que es posible incluir la coherencia curricular en los métodos de evaluación de desempeño docente, sobre todo si se crea un mecanismo para que sean las mismas unidades académicas que organicen internamente sus procesos de mejora docente con apoyo del CEA.
ABSTRACT: The purpose of this study was to determine the characteristics that the evaluation of teaching performance at the University of Costa Rica should have to guarantee pedagogical, curricular and didactic coherence, promoting the construction of meaningful learning by the student population. The research is descriptive due to the fact its object of study seeks to “describe situations and events. That is, to say what a certain phenomenon is like and how it manifests itself ”(Hernández, Fernández and Baptista, 1998, p. 60). However, this category does not achieve everything expected because, it emphasizes the relationship of variables, when in the present investigation, although the phenomenon of the evaluation of teacher performance is going to be described based on the contributions of the people consulted, it does not Variables will be related, but the description will be the input to determine the characteristics that the evaluation of teaching performance in higher education should have and guarantee pedagogical, curricular and didactic coherence, generating significant learning on the part of the student population. The study has a qualitative approach and is oriented to: 1. Perform analysis of processes and not of finished products. 2. Look for the interpretation without limiting it to the description. 3. Study the change process, giving priority to the process and not the object and reviewing the relationship between possible causes and factors that intervene in the process. 4. Taking up the contributions of the people consulted is fundamental, since the “potential of language to describe a set of cases, and to communicate the content of the human experience, is tremendous ”and transforms the reality of the person who expresses himself (Langer, in Eisner, 1998, p. 45). The participating population consisted of 28 people, of which the administrative people interviewed were those who work in the Academic Regime Section of the University of Costa Rica, with whom a group interview was conducted. In relation to the teachers who participated, there are those who make up the UCR Academic Regime Commission, the teaching staff who obtained the category of professor in the last five years and who accepted the interview, the teachers who participated in the focus group, as well as the teaching staff that coordinates teacher evaluation processes in the Schools of Collective Communication Sciences and Agronomy. Among the conclusions reached by the research are the following: A first impression allows us to infer that the evaluation of curricular coherence is an opportunity for improvement, both for the curricular proposal and for the teachers. Also that the subject is a bit abstract for people since the instruments for evaluating teacher performance at the UCR focus on evaluating other aspects without visualizing the relationship of curricular coherence with teacher performance. Now, with the recently approved Regulations of the Center for Academic Assessment, which merges the Department of Research and Academic Assessment with the Technical Section for Academic Assessment, creating the Area of Research and Curricular and Academic Assessment, a more concrete panorama is envisioned for that it is possible to relate the curriculum and teaching performance. Evaluating curricular coherence breaks the paradigm of evaluating actions in the classroom by themselves and considering, as an essential element, relating them to the curricular path that students go through during their professional training. The objectives of this research are fully achieved, showing that it is possible to include curricular coherence in the teaching performance evaluation methods, especially if a mechanism is created so that the same academic units internally organize their improvement processes teacher with support from CEA.
ABSTRACT: The purpose of this study was to determine the characteristics that the evaluation of teaching performance at the University of Costa Rica should have to guarantee pedagogical, curricular and didactic coherence, promoting the construction of meaningful learning by the student population. The research is descriptive due to the fact its object of study seeks to “describe situations and events. That is, to say what a certain phenomenon is like and how it manifests itself ”(Hernández, Fernández and Baptista, 1998, p. 60). However, this category does not achieve everything expected because, it emphasizes the relationship of variables, when in the present investigation, although the phenomenon of the evaluation of teacher performance is going to be described based on the contributions of the people consulted, it does not Variables will be related, but the description will be the input to determine the characteristics that the evaluation of teaching performance in higher education should have and guarantee pedagogical, curricular and didactic coherence, generating significant learning on the part of the student population. The study has a qualitative approach and is oriented to: 1. Perform analysis of processes and not of finished products. 2. Look for the interpretation without limiting it to the description. 3. Study the change process, giving priority to the process and not the object and reviewing the relationship between possible causes and factors that intervene in the process. 4. Taking up the contributions of the people consulted is fundamental, since the “potential of language to describe a set of cases, and to communicate the content of the human experience, is tremendous ”and transforms the reality of the person who expresses himself (Langer, in Eisner, 1998, p. 45). The participating population consisted of 28 people, of which the administrative people interviewed were those who work in the Academic Regime Section of the University of Costa Rica, with whom a group interview was conducted. In relation to the teachers who participated, there are those who make up the UCR Academic Regime Commission, the teaching staff who obtained the category of professor in the last five years and who accepted the interview, the teachers who participated in the focus group, as well as the teaching staff that coordinates teacher evaluation processes in the Schools of Collective Communication Sciences and Agronomy. Among the conclusions reached by the research are the following: A first impression allows us to infer that the evaluation of curricular coherence is an opportunity for improvement, both for the curricular proposal and for the teachers. Also that the subject is a bit abstract for people since the instruments for evaluating teacher performance at the UCR focus on evaluating other aspects without visualizing the relationship of curricular coherence with teacher performance. Now, with the recently approved Regulations of the Center for Academic Assessment, which merges the Department of Research and Academic Assessment with the Technical Section for Academic Assessment, creating the Area of Research and Curricular and Academic Assessment, a more concrete panorama is envisioned for that it is possible to relate the curriculum and teaching performance. Evaluating curricular coherence breaks the paradigm of evaluating actions in the classroom by themselves and considering, as an essential element, relating them to the curricular path that students go through during their professional training. The objectives of this research are fully achieved, showing that it is possible to include curricular coherence in the teaching performance evaluation methods, especially if a mechanism is created so that the same academic units internally organize their improvement processes teacher with support from CEA.
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Docentes, Evaluación del docente, Competencias del docente, Docencia universitria, Teachers, Teacher evaluation, Teacher skills, University teaching