¿Qué piensan mis alumnos de mi forma de enseñar? Un enfoque en un país en desarrollo ; What do my Students Think of my Way of Teaching? An Approach in a Developing Country.

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Autor/Urheber	Gabalán-Coello, Jesús; Vásquez-Rizo, Fredy Eduardo; Laurier, Michel
Institution	Universidad Libre Sede Cartagena
Titel	¿Qué piensan mis alumnos de mi forma de enseñar? Un enfoque en un país en desarrollo ; What do my Students Think of my Way of Teaching? An Approach in a Developing Country.
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Retrieved from thttp://dewey.uab.es/http://www.colombiaaprende.edu.co/html/mediateca/1607/article-175477.html Stronge, J. H. (2006). Evaluating teaching. A guide to current thinking and best practice. Thousand Oaks, CA: Corwin Press. Stronge, J. H. (1995). Balancing individual and institutional goals in educational personnel evaluation: a conceptual frame-work. Studies in Educational Evaluation, 21(2), 131-151. Stufflebeam, D., & Shinkfield, A. (2007). Evaluation theory, models, and applications. San Francisco, CA: John Wiley. 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; doi:10.18041/2382-3240/saber.2019v14n2.5888; Saber, Ciencia y Libertad; Vol 14 No 2 (2019): Revista Saber, Ciencia y Libertad; 232-246 ; Vol. 14 Núm. 2 (2019): Revista Saber, Ciencia y Libertad; 2382-3240 ; 1794-7154(2019) PDF als Volltext kostenfreie Datei
Sprache	spanisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.18041/2382-3240/saber.2019v14n2.5888
Schlagwörter	Evaluation; higher education; teacher education/development; assessment; education; developing country
Abstract	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 científca: 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 especifcidad de los núcleos de estas asignaturas. Se utilizó una regresión logística binaria a nivel de procedimiento, identifcando la dicotomía de cada variable que se encuentra en el estándar de calidad defnido 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. ; The present study is an academic construct that seeks to know which aspects that influence the overall performance appraisal of a teacher, in terms of the variables universally accepted by the scientifc community are: compliance, commitment, ownership, methodology, evaluation and relationships interpersonal. This study takes as a source of information the opinions of students, gathered through questionnaires perception of the development of courses in a Colombian university. A grouping is done by the subject areas they belong to the subjects taught, recognizing the specifcity of the nuclei of these subjects. A procedural level binary logistic regression was used, identifying the dichotomy of each variable teacher who is in the standard of quality defned by institutional policy. This intends to conclude on the incidence of particular satisfaction in teacher performance variables regarding overall satisfaction, seen at both disciplinary and institutional levels.
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