Programa de mejoras basado en los resultados de la evaluación docente de los períodos 41-42-43-44, para las carreras de Psicología, Pedagogía, Ingeniería Mecánica e Ingeniería Electrónica de la Universidad Politécnica Salesiana, sede Quito
Our research is based on analysis of monitoring we have made to the teacher performance assessment conducted by several actors belonging to the Salesian Polytechnic University headquarters Quito, being the students one of the most important. In this analysis we considered four reference periods rang...
| Autor Principal: | Burgos Rueda, Michele Nathalie |
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| Otros Autores: | Quillupangui Larco, Lisbeth Joselin |
| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2015
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/9751 |
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| Sumario: |
Our research is based on analysis of monitoring we have made to the teacher performance assessment conducted by several actors belonging to the Salesian Polytechnic University headquarters Quito, being the students one of the most important. In this analysis we considered four reference periods ranging from 41 to 44. Within these academic periods had four runs of standard reference campus , two of these breeds have a humanistic approach (Psychology and Pedagogy ) and two technical approach ( mechanical and electronic); the reason we chose this bias is to show whether there is a difference in approach to the race and if this somehow affects the results of evaluations on teachers.
Our goal is to understand the factors that are somehow involved directly or indirectly in the evaluation of teaching performance, throughout the research we have shown some cases where there is not lack of student´s interest, which leads them to not perform the assessment, but there are external factors affecting the proper implementation of the process, such as lack of knowledge of the days that should be done the evaluation. In support of our research we applied to students a survey that somehow it could show us about what they think and which are their perspective on the assessment carried out, and within a high percentage also denoted in the results the lack of interest they have in the process, this because of unknowledge of the importance of it within the teacher´s performance in the classroom. In addition to this, we did a series of interviews with various actors involved in the process as are the directors of each of the races, Academic Coordinator and Head of Area of Knowledge. As improvement program, we proposed activities for each of the competencies that are referred to in the assessment questionnaire, and a strategy for stakeholder participation within it. |
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