Why evaluate teaching?
One feature that aims to achieve the University of Chile, is to develop methodologies that lead to achieving quality. More than a concept it must be a primary feature of the work that the institution ...
The University of Chile is a university complex not only because of the multiplicity of functions that are developed inside, ie teaching, research and extension, but also in relation to its internal constitution in terms of disciplines that are grown, teaching cultures, practices and people. To account for this heterogeneity doing justice to it, ie, making diversity into a strength, but also tracing the route to local efforts to converge with global harmony from the perspective of the institution, and shaping its strategic objectives aimed at continuous improvement of teaching, not an easy task.
Both dimensions of this task, which takes place at the institutional level by projecting the fate of the Corporation, and is being performed at each of the academic units require a constant cohesion and coordination to produce a productive synergy of each effort. Have with information relevant to the success of this work is crucial at both levels of the organization, especially when at stake are ongoing efforts from the office of Academic Affairs in the upgrading of teaching, in general, and undergraduate teaching in particular.
is why it is necessary to a model for evaluating teachers and teaching, which is common throughout the University and at the same time respecting their internal diversity, by which have substantive information to improve continuous process of university education in each Faculty plasma democratic spirit of the university. This model, developed by the Development and Improvement Unit, Department of Undergraduate Teaching, is from the second half of 2003 in pilot implementation at the university to validate their instruments.
The participation of different actors interact in the teaching was established as one of the elements essential for the development of a proposal that could meet the needs of the University of Chile ...
Teaching, above all, is a complex process that requires a thoughtful approach. Four dimensions, at least, make up our view: Proposal
Teacher: realize the ideas and concepts that animate the work of teachers, their vision of students, evaluation, knowledge of their discipline. distinguish in it the following criteria:
selection and organization of knowledge: does the teacher selects and works disciplinary content to make them teachable.
evaluative principles: ideas that guide the teacher to evaluate.
educational Interaction: is the set of relationships that occur between teachers and students at both the human and disciplinary, involving knowledge construction processes and criteria consisting sujetos.Está:
Relation between theory and practice: Linking disciplinary knowledge and its various levels of relationship with the professional reality.
Access to knowledge: Ways in which the teacher promotes learning from memorization to creativity.
Interpersonal Relationship: Ways in which the teacher interacts with students or make them interact with them to promote learning.
Needs Satisfaction: refers to the demands and requirements to be satisfied by the teachers. These are raised, among others, by the institution that seeks to achieve a specific graduate profile, by society, which requires a particular value orientation of graduates, etc. In this dimension are distinguished as criteria:
Orientation exit profile: Meeting the institutional and social demands that require compliance with a specific graduate profile.
Training Value: Training student ratings in relation to the demands of society, stimulated from teaching.
Reflection on Practice: is central to professionalism, and refers to the manner in which it is carried out by the teacher on an ongoing basis, making decisions, when and redirecting cuestionae of his work, developing professional knowledge. The criteria that make up this dimension are:
Validity: The degree of importance that the teacher gives actors the training process and their views regarding their own teaching.
Reflection on action: forms that teacher reflection, decision making and implementation in the teaching process.
These dimensions are complex, and each involves the three processes that the teacher intentionally links: learning, knowledge and education. While much can be said about each, the student assessment and self-evaluation of teaching itself must be bounded.
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