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This quantitative, correlational study aims to determine if a predictive relationship exists between teacher perceptions of Tennessee's teacher evaluation and the linear combination of teacher gender, years of experience, and school-level taught (elementary, middle, high). Although teachers have recognized the current teacher evaluation system, many educators expressed concerns about it. This study is vital in determining teachers' perceptions of the evaluation system. Participants of this study included a sample of 108 certified elementary, middle, and high school teachers from one of the public school districts in southwestern Tennessee. Data were collected via an anonymous, self-paced online survey utilizing a modified Teacher Evaluation Profile (TEP) questionnaire. Multiple regression was used to measure the correlation between the predictor variables and the criterion variable. The findings revealed that no significant relationship existed between the predictor variables, taken together as a model, and the criterion variables (F(3,104) = 1.86, p = .14, R2 = .05). This study findings emphasize the critical need to incorporate teachers' perspectives in developing a fair teacher evaluation system, rather than relying on a one-size-fits-all approach. Recommendations for future research include conducting a qualitative research design incorporating teacher interviews to uncover teachers' experiences and classroom decisions regarding the Tennessee teacher evaluation system.

Despite continuous efforts to develop teacher observation and evaluation frameworks, one-size-fits-all evaluation tools may not be adequate for an instrumental music classroom. Since implementing the Every Student Succeeds Act (ESSA) in 2015, teacher evaluation has shifted from a high-stakes accountability model to models focused on feedback and professional growth. One popular model is the Danielson Framework for Teaching (FFT), which is utilized across all disciplines, including music. The current study proposes to fill a gap in the literature regarding the utility of the FFT to contribute to teachers' professional growth. This transcendental phenomenological study examines the perceptions of middle school instrumental music teachers and administrators on the effectiveness of the FFT as an evaluation tool for instrumental music. Open-ended survey questions were distributed to volunteer middle school instrumental music teachers and administrators, and semi-structured interviews were conducted following the survey. The discussions were audio-recorded, transcribed, and analyzed using thematic analysis. Administrator participants indicated the biggest challenge is a lack of knowledge of the content and what is considered effective planning and preparation for instrumental music classes. Teacher participants expressed frustration over applying the framework to a single class observation, which does not fully document the comprehensive nature of the instrumental music class. The results offer discussion points for further research on music evaluation policy content-specific tool development. Additionally, results contribute to a body of evidence for developing alternative theories for instrumental teacher evaluation and recommendations for improving the effectiveness of the Danielson Framework for Teaching as a tool for music teacher evaluation.

The main objective of this research was to determine the relationship between organizational culture and teaching performance of an educational institution in the province of Chiclayo. For this, the quantitative approach of descriptive type and non-experimental design with correlational analysis was used. The census population was made up of 48 teachers between appointed and hired. According to the results found, it is concluded that there is a moderate positive relationship between the organizational culture and the teaching performance of an educational institution in the province of Chiclayo, Peru. The culture of the organization is a determining factor for the development of a quality teaching performance; what is achieved with the projection of the institutional values of the current members towards the rest; continuous improvement being the key institutional value for this result, accompanied by a continuous, critical, reflective and collaborative feedback process., La presente investigación tuvo como objetivo principal determinar la relación entre la cultura organizacional y el desempeño docente de una institución educativa de la provincia de Chiclayo. Para ello, se utilizó el enfoque cuantitativo de tipo descriptivo y de diseño no experimental con análisis correlacional. La población censal estuvo conformada por 48 docentes, entre nombrados y contratados. De acuerdo con los resultados encontrados, se concluye que sí existe una relación positiva moderada entre la cultura organizacional y el desempeño docente de una institución educativa de la provincia de Chiclayo, Perú. La cultura de la organización es un factor determinante para el desarrollo de un desempeño docente de calidad; esto se logra con la proyección de los valores institucionales de los miembros actuales hacia los demás; siendo la mejora continua el valor institucional clave para este resultado, acompañado de un proceso de retroalimentación continuo, crítico, reflexivo y colaborativo.

Introduction: The evaluation of the performance of university teachers from the opinion of their students is a recurring process, although during the pandemic there are few experiences. Objective: to evaluate the performance of university teachers from the opinion of their students, in the context of a pandemic. Method: representative sample of 673 students from a Mexican public university, a teacher performance questionnaire adapted for virtual classes was used. Results: most of the teachers adapted to an asynchronous virtual work dynamic, although a significant percentage (41.9%) continued to teach classes synchronously (videoconferences). Teachers in initial formative stages mainly promoted individual content learning, contrasting with those in advanced stages, who promoted situated learning. Students with unfavorable opinions regarding content mastery and assessment strategies mentioned the promotion of rote learning, to the detriment of more constructivist learning. The contrasts were statistically significant., Introducción: La evaluación del desempeño de docentes universitarios desde la opinión de sus estudiantes es un proceso recurrente, aunque durante la pandemia hay pocas experiencias. Objetivo: evaluar el desempeño de docentes universitarios desde la opinión de sus estudiantes, en contexto de pandemia. Método: muestra representativa de 673 estudiantes de una universidad pública mexicana, se utilizó un cuestionario de desempeño docente adaptado para clases virtuales. Resultados: la mayoría de los docentes se adaptó a una dinámica de trabajo virtual asincrónica, aunque un porcentaje importante (41.9%) continuó impartiendo clases de manera sincrónica (videoconferencias). Los docentes de etapas formativas iniciales promovieron principalmente el aprendizaje individual de contenidos, contrastando con aquellos de etapas avanzadas, quienes fomentaron un aprendizaje situado. Estudiantes con opiniones desfavorables respecto al dominio de contenidos y a las estrategias de evaluación, mencionaron la promoción de un aprendizaje memorístico, en desmedro de aprendizajes más constructivistas. Los contrastes fueron estadísticamente significativos., Introdução: A avaliação do desempenho dos professores universitários a partir da opinião de seus alunos é um processo recorrente, embora durante a pandemia existam poucas experiências. Objetivo: avaliar o desempenho de professores universitários do ponto de vista de seus alunos, no contexto de uma pandemia. Método: uma amostra representativa de 673 alunos de uma universidade pública mexicana, usando um questionário de desempenho docente adaptado para aulas virtuais. Resultados: a maioria dos professores se adaptou a uma dinâmica de trabalho virtual assíncrona, embora uma porcentagem significativa (41,9%) tenha continuado a dar aulas de forma síncrona (videoconferência). Os professores nos estágios formativos iniciais promoveram principalmente a aprendizagem individual do conteúdo, em contraste com os professores nos estágios avançados, que promoveram a aprendizagem situada. Os alunos com opiniões desfavoráveis em relação ao domínio do conteúdo e às estratégias de avaliação mencionaram a promoção da aprendizagem mecânica, em detrimento de uma aprendizagem mais construtivista. Os contrastes foram estatisticamente significativos.

This quantitative, non-experimental study explored the differences between principals’ perceived level of influence evaluation barriers have on the accuracy of teacher evaluations. A self-administered questionnaire was used to collect data from Montana principals regarding their perceptions of: (a) teacher performance combinations (b) the strength of influence selected barriers have on the accuracy of teacher evaluations principals provide teachers, and (c) demographic information. Participating Montana principals were asked to categorize the teachers they supervise into four performance combinations: (1) Good Teacher/Good Employee or (GT/GE), (2) Good Teacher/Marginal Employee or (GT/ME), (3) Marginal Teacher/Good Employee or (MT/GE), and (4) Marginal Teacher/Marginal Employee or (MT/ME). Principals then used an 11-point Thurstone scale to estimate the influence eleven evaluation barriers (Board, Community, Conflict, Expectations, Process, Staff, Standards, Superiors, Time, and Training, Union) had on the accuracy of teacher evaluations. A 4 X 11 factorial design was used to explore differences between principals’ perceived influence of selected evaluation barriers for different teacher performance categories, and a 10 X 11 factorial design to explore the differences between barriers. A one-way between groups ANOVA was used to identify any statistically significant mean differences and a post-hoc Tukey HSD test was used to determine the magnitude of the mean differences. The results this study identified the percentages of performance combination distribution as: 6% MT/ME, 11% MT/GE, 11% GT/ME, and 72% GT/GE. The evaluation barriers were found to have hierarchical levels of influence on the accuracy of teacher evaluations principals provide teachers: (1) Dominant Barriers (Expectations, Time, Process, Union) have higher levels of influence, (2) Mixed Moderate Barriers (Standards, Staff, Training) have indeterminate levels of influence, and (3) Subordinate Barriers

El objetivo de este estudio fue realizar una metaevaluación del Sistema de Evaluación Docente (SED) de la Universidad Autónoma de Baja California para identificar fortalezas y aspectos a mejorar en: el Cuestionario de Evaluación de la Competencia Docente (CECD), el sistema gestor del SED, la administración del CECD y el uso de los resultados. Corresponde a un estudio de caso que adaptó elementos del modelo de evaluación responsiva, la muestra no probabilística fue de 10,160 estudiantes que contestaron un cuestionario en línea, los datos se procesaron con técnicas de análisis univariado y análisis cualitativo del contenido. Se encontró una opinión dividida respecto al uso de los resultados, la estructura y contenido del CECD, y el procedimiento de aplicación; así como observaciones críticas hacia el SED. Pero la valoración global ponderó la utilidad del SED. Se concluye sobre la necesidad de mejorar la usabilidad de los resultados de la evaluación docente., The aim of this study was to carry out a meta-evaluation of the Teaching Evaluation System (TES) of the Autonomous University of Baja California to identify its strengths and aspects of the educational quality in: the Survey of Teaching Competence Evaluation (STCE), the management system of the TES, the administration of the STCE and how the results are used. The study corresponds to a case study that adapted elements of the responsive evaluation model. The nonprobabilistic sample was of 10,160 students who answered an on-line questionnaire. The data was processed with univariate analysis techniques and qualitative analysis of the content. It was found a divided opinion with respect to the use of the results, the structure and content of the STCE, and the procedure of application, as well as with the critical remarks towards the TES. However, the global assessment weighted the usefulness of the TES. Conclusions relate to the necessity to better the usability of the results of the teaching evaluation

Education is undergoing transformation, with the massive use of digital technology in teaching and learning activities and, in this case, identifying digital teaching skills is a social demand. For this, a platform was developed for identifying and managing information, called CDD-EB, which stores, in a summarized form, a model for self-assessment of Digital Teaching Skills (CDD). The CDD-EB Model uses rubrics that guide the teacher in a self-assessment process, in which it enables an individual self-reflection process and returns, in the form of feedback on the platform itself, a summary with the teacher's CDD profile, based on the choices made. The self-assessment model was validated by experts, inserted into the CDD-EB Platform and tested by basic education teachers. Statistical validity tests, by IVC and CVC, and reliability by Cronbach's Alpha, confirm the Platform's potential as a tool for identifying digital teaching skills., A educação passa por transformação, com o uso massivo da tecnologia digital em atividades de ensino e aprendizagem e, nesse caso, identificar competências docentes digitais é uma demanda social. Para isso, foi desenvolvida uma Plataforma para identificação e gerenciamento de informações, chamada CDD-EB, que armazena de forma sintetizada, um modelo para autoavaliação de Competências Docentes Digitais (CDD). O Modelo CDD-EB utiliza rubricas que guiam o professor em um processo de autoavaliação, em que posibilita processo de autorreflexão individual e devolve em forma de feedback na própria plataforma, um resumo com o perfil de CDD, com base nas escolhas realizadas pelo docente. O modelo de autoavaliação foi validado por especialistas, inserido na Plataforma CDD-EB e testado por professores da educação básica. Os testes estatísticos de validade, pelo IVC e CVC e confiabilidade pelo Alfa de Cronbach confirmam a potencialidade da Plataforma como ferramenta de identificação de competências docentes digitais., La educación está en proceso de transformación, con el uso masivo de la tecnología digital en las actividades de enseñanza y aprendizaje y, en este caso, identificar las competencias digitales para la enseñanza es una demanda social. Para ello, se desarrolló una plataforma de identificación y gestión de información, denominada CDD-EB, que almacena, de forma resumida, un modelo de autoevaluación de Competencias Digitales Docentes (CDD). El Modelo CDD-EB utiliza rúbricas que guían al docente en un proceso de autoevaluación, en el que habilita un proceso de autorreflexión individual y devuelve, en forma de retroalimentación en la propia plataforma, un resumen con el perfil CDD del docente, basado en sobre las elecciones realizadas. El modelo de autoevaluación fue validado por expertos, insertado en la Plataforma CDD-EB y probado por docentes de educación básica. Las pruebas de validez estadística, por IVC y CVC, y confiabilidad por Alfa de Cronbach, confirman el potencial de la Plataforma como herramienta para identificar competencias digitales docentes.

Teacher evaluation facilitates recognition of teaching performance needs and potential, as well as the assessment of educational system quality. Therefore, for some time, the evaluation of the pedagogical professional performance of teachers has been established as a public policy in Ecuador. In this sense, it is relevant for continuous improvement of the process to know teachers' perceptions about the evaluation of their professional pedagogical performance. Consequently, the objective of this article is to share the perceptions of teachers from an institution in the city of Cuenca (Ecuador) about the evaluation process of their performance. The research was approached from the interpretive paradigm, and it is qualitative and phenomenological in nature. The research technique used was focus groups. The results of this work highlight the need to strengthen collaborative work in the construction of teacher evaluation and improve procedures such as data processing and feedback., La evaluación docente facilita el reconocimiento de las necesidades y potencialidades del desempeño del profesorado y también la valoración de la calidad de un sistema educativo, por lo tanto, desde hace algún tiempo se ha instaurado como política pública en el Ecuador evaluar el desempeño profesional pedagógico de los docentes. En este sentido, es de relevancia para el mejoramiento continuo del proceso conocer las apreciaciones de docentes sobre la evaluación del desempeño profesional pedagógico, por lo tanto, el objetivo de este artículo es socializar las percepciones de los docentes de una institución de la ciudad de Cuenca (Ecuador) sobre el proceso de evaluación de su desempeño. La investigación se abordó desde el paradigma interpretativo, es de carácter cualitativo y de tipo fenomenológico, la técnica de investigación empelada fue grupos focales. Los resultados de este trabajo precisan la necesidad de fortalecer el trabajo colaborativo en la construcción de la evaluación docente y mejorar procedimientos como el tratamiento de los datos y la retroalimentación.

We present an exploratory study of Student Evaluation of Teaching (SET) surveys that focused on analyzing the major dropdowns that sometimes occur in SET scores of those university teachers who teach the same subject for at least two consecutive years. Specifically, the purpose of this study was to identify those SET survey items associated with major dropdowns in teacher evaluations. The sample comprised SET surveys ratings from one Spanish University over five years, for a total of 2,284 different teacher-subject pairs under analysis. The 5% percentile of the differences between the teacher and subject SET ratings in two consecutive years was used as the cut-off point to identify major dropdowns. Frequency tables were used for analysis. The results highlighted SET survey items related to teaching methodology as those most associated with major dropdowns in teachers’ ratings. In particular, the item concerning teachers’ compliance with class schedules showed the highest frequency of occurrence. Beyond the specific scores obtained or the specific items in which major dropdowns may take place, in this study we discuss the importance of incorporating major dropdowns analysis to SET surveys reports in the future., Presentamos un estudio exploratorio de las valoraciones docentes del profesorado enfocado al análisis de los grandes descensos que en ocasiones se producen en las puntuaciones que obtienen los profesores universitarios que imparten una misma asignatura en al menos dos cursos consecutivos. Específicamente, el propósito fue identificar aquellos ítems de las encuestas de valoración docente asociados a los grandes descensos de puntuación. Compusieron la muestra las encuestas de valoración docente de una universidad española durante 5 años, con 2.284 pares de profesor-asignatura diferentes. Se empleó el percentil 5% de las diferencias entre las puntuaciones de las encuestas de un profesor y asignatura en dos años consecutivos como punto de corte para identificar los descensos más pronunciados. Se emplearon tablas de frecuencias para el análisis. Los resultados destacaron los ítems relacionados con la metodología docente como los más asociados a los grandes descensos de puntuación. El ítem relativo al cumplimiento de los horarios de clase presentó la mayor frecuencia de ocurrencia Más allá de las puntuaciones específicas obtenidas o de los ítems específicos en los que pueden ocurrir los mayores descensos, discutimos la importancia de incorporar su análisis a los informes de las encuestas de valoración docente del profesorado universitario.

El objetivo de este estudio fue realizar una metaevaluación del Sistema de Evaluación Docente (SED) de la Universidad Autónoma de Baja California para identificar fortalezas y aspectos a mejorar en: el Cuestionario de Evaluación de la Competencia Docente (CECD), el sistema gestor del SED, la administración del CECD y el uso de los resultados. Corresponde a un estudio de caso que adaptó elementos del modelo de evaluación responsiva, la muestra no probabilística fue de 10,160 estudiantes que contestaron un cuestionario en línea, los datos se procesaron con técnicas de análisis univariado y análisis cualitativo del contenido. Se encontró una opinión dividida respecto al uso de los resultados, la estructura y contenido del CECD, y el procedimiento de aplicación; así como observaciones críticas hacia el SED. Pero la valoración global ponderó la utilidad del SED. Se concluye sobre la necesidad de mejorar la usabilidad de los resultados de la evaluación docente., The aim of this study was to carry out a meta-evaluation of the Teaching Evaluation System (TES) of the Autonomous University of Baja California to identify its strengths and aspects of the educational quality in: the Survey of Teaching Competence Evaluation (STCE), the management system of the TES, the administration of the STCE and how the results are used. The study corresponds to a case study that adapted elements of the responsive evaluation model. The nonprobabilistic sample was of 10,160 students who answered an on-line questionnaire. The data was processed with univariate analysis techniques and qualitative analysis of the content. It was found a divided opinion with respect to the use of the results, the structure and content of the STCE, and the procedure of application, as well as with the critical remarks towards the TES. However, the global assessment weighted the usefulness of the TES. Conclusions relate to the necessity to better the usability of the results of the teaching evaluation

In the world of education in Colombia, teacher evaluation is a topic that generates diverse opinions and emotions. This article delves into the perception of Colombian primary and secondary school teachers about teacher evaluation, analyzing how it is seen as an intrusion into their pedagogical praxis and a form of control. This document addresses three types of teacher evaluation: the entrance evaluation, the annual evaluation carried out by the rector or also called the competency evaluation, and, finally, the evaluation that influences promotions or salary changes. This perspective is combined with the teachers' opinions on these evaluations and their control-limitation character, narrated from the figure of the educators themselves., En el mundo de la educación en Colombia, la evaluación docente es un tema que genera diversas opiniones y emociones. Este artículo se adentra en la percepción de los maestros colombianos de educación básica y media sobre la evaluación docente, analizando cómo esta es vista como una intrusión en su praxis pedagógica y una forma de control. Se abordan en este documento tres tipos de evaluación docente: la de ingreso, la anual realizada por el rector o también llamada de competencias, y, por último, la que influye en ascensos o cambios salariales. Se conjuga esta perspectiva con las opiniones de los docentes sobre estas evaluaciones y su carácter de control-limitación, narrado desde la figura misma de los educadores.

The purpose of this qualitative transcendental phenomenological study was to describe the lived experiences of middle school teachers in a standardized testing environment. Using Spiro, Feltovich, and Coulson’s theory of cognitive flexibility as a theoretical framework, this study sought to answer the central question: What are the experiences of middle grade teachers in a standardized testing environment? Sub-questions sought to understand how and why middle school teachers adjust instructional practices in a standardized testing environment. A purposeful criterion sampling followed by snowball sampling was used to select participants with the shared lived experience of teaching in a standardized testing environment from four middle schools within a single rural southwest Virginia school district. Data was collected through a writing prompt, interviews, and focus group interviews. Data analysis occurred through epoché phenomenological reduction, imaginative variation, and describing the essence of the lived experience. The study revealed that teachers perceived this environment limits their ability to adjust instructional practices to meet the needs of the students, fosters feelings of resentment regarding the teacher evaluation process, and introduces concerns on the effects of the Covid-19 pandemic on the standardized testing environment as the continued focus of instruction in this environment is the end-of-course standardized assessment.

Within Australian higher education, student evaluation of teaching (SET) is regularly conducted and data are utilised for quality control and staff appraisal. Within current methodologies, students can anonymously provide further feedback as written commentary. There is now growing evidence that, once this narrative becomes derogatory or abusive, it may have the potential to create harm. To investigate staff reactions to receiving anonymous non-constructive commentary, a one group point in time design was constructed, and a survey conducted. Participants (N = 741) from a broad cross-section of Australian universities responded to Likert questions asking about their reactions. A significant impact was revealed according to age for mental health, stress and professional confidence, with younger and tenured academics indicating the most vulnerability. There were no differences across gender. Non-health disciplines with teaching loads greater than 50% reported an impact of anonymous SET on mental health and professional confidence. Being casually or seasonally employed or from an ethnic background was shown to have a significant effect on professional confidence. Findings suggest that the potential for higher education academics to be harmed via this process is a continued risk and highlights the need for review and reform of SET systems and protocols.

The need to ensure quality physical education has motivated the development of a reliable method to evaluate physical education sessions, capable of detecting areas of improvement, thus facilitating the continuous growth of the teaching process. The main aim of the present study is to design a feasible and reliable evaluation instrument for physical education sessions, and to determine its reliability and feasibility with a group of practicing physical education teachers. Two evaluations of the same session (videotaped) were conducted to determine whether the instrument was reliable and feasible (n = 20), 9 women and 11 men, leaving 2 weeks between the first and the second evaluation. One-way analysis of variance (ANOVA) and intraclass correlation coefficient (ICC) were performed. The total score of the evaluation instrument shows an ICC of 0.953, (95%CI 0.881; 0.982), with a p-value ≤ .001. When comparing the responses of teachers from different educational levels (primary, secondary, and university), no significant differences were found between responses to any of the items or in the total score on either occasion. Total score in the test was (69.3 mean, [14.0 SD]), p-value = .881; and (66.2, [13.9]) p-value = .943 in the retest. In conclusion, the present evaluation instrument is feasible and reliable for the evaluation of physical education sessions.

In the world of education in Colombia, teacher evaluation is a topic that generates diverse opinions and emotions. This article delves into the perception of Colombian primary and secondary school teachers about teacher evaluation, analyzing how it is seen as an intrusion into their pedagogical praxis and a form of control. This document addresses three types of teacher evaluation: the entrance evaluation, the annual evaluation carried out by the rector or also called the competency evaluation, and, finally, the evaluation that influences promotions or salary changes. This perspective is combined with the teachers' opinions on these evaluations and their control-limitation character, narrated from the figure of the educators themselves., En el mundo de la educación en Colombia, la evaluación docente es un tema que genera diversas opiniones y emociones. Este artículo se adentra en la percepción de los maestros colombianos de educación básica y media sobre la evaluación docente, analizando cómo esta es vista como una intrusión en su praxis pedagógica y una forma de control. Se abordan en este documento tres tipos de evaluación docente: la de ingreso, la anual realizada por el rector o también llamada de competencias, y, por último, la que influye en ascensos o cambios salariales. Se conjuga esta perspectiva con las opiniones de los docentes sobre estas evaluaciones y su carácter de control-limitación, narrado desde la figura misma de los educadores.

The quality of university teaching is essential for the success of students and the academic excellence of an educational institution. The purpose of this work is to provide a methodology based on the Association Rule technique using the Apriori algorithm to analyze the results obtained from the student evaluation process regarding their satisfaction with the teaching received. This methodology has been applied in programming courses of students of several courses both in the Computer Engineering and Health Engineering degrees at University of Seville, Spain. The proposed methodology can serve as a starting point for a self-improvement process that clearly identifies strengths and weaknesses.

[Resumen] Desde hace bastantes años la evaluación docente incluye información obtenida mediante cuestionarios auto-administrados en los que el alumnado valora a su profesorado a través de preguntas más o menos cerradas. Una pregunta que ha resultado con un alto poder predictivo de la satisfacción global con cada docente suele tener una redacción del tipo “este/a profesor/a me ayuda a aprender”, pero ¿qué significa esa frase? Para averiguarlo se llevó a cabo una investigación cualitativa con más de 600 explicaciones al respecto, a partir de datos recogidos de una población de alumnado universitario matriculado en titulaciones de grado y máster. El 95 % provenían de estudiantes que habían participado en la evaluación docente cuantitativa al menos una vez. Los textos analizados tenían muy diferentes longitudes, oscilando entre 7 y 365 palabras. Se separaron en función de si hacían referían a una valoración alta o baja y se extrajeron las palabras empleadas con más frecuencia en unos y otros casos. Los resultados muestran que se emplean diferentes verbos y sustantivos para explicar el sentido de las puntuaciones cuantitativas otorgadas. En este contexto, nociones como “explicar”, “entender/comprender”, “prácticas”, “motivar”, “preocuparse por el alumnado” o “contestar dudas”, son los que adquieren mayor relevancia. Adicionalmente, los análisis preliminares también muestran diferencias en las respuestas en relación con el sexo, el nivel de estudios y el área a la que se adscriben las titulaciones que se están cursando. La edad también parece tener cierta relevancia. Estos hallazgos podrán ser empleados no solo para mejorar la interpretación de los datos cuantitativos de las encuestas de evaluación docente, sino para hacer propuestas de mejora de carácter más amplio., [Abstract] For a number of years, teacher evaluation has been carried out by means of self-administered questionnaires in which students assess their teachers by means of more or less closed questions. One question that has been found to be highly predictive of overall satisfaction with every teacher is often worded as "this teacher helps me to learn", but what does this phrase means? To find out about this, a qualitative research study was carried out with more than 600 explanations, based on data collected from a population of university students enrolled in Bachelor's and Master's degrees. The 95% of the texts came from students who had participated in the quantitative teaching assessment at least one time. The analysed texts were of very different lengths, ranging from 7 to 365 words. They were categorised according to whether they referred to high or low evaluation, and the most frequently used words were extracted. The results show that different verbs and nouns are used to explain the meaning of the quantitative ratings given. In this context, concepts such as "explain", "understand/comprehend", "practice", "motivate", "care about the students” or "answer questions" are the most relevant. In addition, preliminary analyses also show differences in responses in relation to gender, level of studies and the area of study of the degrees being pursued. Age also seems to be of some relevance. These findings can be used not only to improve the interpretation of quantitative data from teacher evaluation surveys, but also to make broader proposals for improvement.

Several factors determine students’ academic achievement. Teachers’ teaching activity is undoubtedly one of the central issues as long as educators’ decisions determine in an important way what takes place inside the classroom. In order to study in a deep and rigorous approach the teaching effectiveness construct, a scientific approach is required. The current work presents the development of the ICALT3 project in Spain. This project is based on a model of teaching effectiveness developed by Van de Grift (2007) which considers six domains: learning climate, classroom management, clarity of instruction, activating teaching, teaching – learning strategies, and differentiation. The manuscript presents the four phases concerning the implementation of the project (translation and adaptation of instruments; data collection with questionnaires; observation phase; and the design of teaching induction programs) and also points out some of the evidences which prove the usefulness of the project in Spain, taking into account the studies and observations made with students and teachers. The results obtained so far validate the construct of teaching effectiveness and conclude that it does depend on the already mentioned six teaching domains. It can also be noted that certain personal and contextual variables may be influencing teaching effectiveness and students’ engagement, Los factores que determinan el éxito académico de los y las estudiantes son complejos y diversos. Sin duda alguna, la tarea desarrollada por el profesorado constituye uno de los elementos centrales, ya que de sus decisiones depende en gran medida lo que sucede en el contexto de aula. Para conocer en profundidad y con rigor esta tarea es necesario estudiar científicamente el concepto de eficacia docente. En este sentido, el presente manuscrito analiza el desarrollo del Proyecto ICALT 3 en España, siguiendo las bases teóricas del modelo de eficacia docente planteado por Van de Grift (2007) quien establece seis dimensiones centrales para su estudio: clima de aprendizaje, gestión del aula, claridad de la instrucción, enseñanza activa, estrategias de enseñanza-aprendizaje y diferenciación. Para ilustrar la implementación del proyecto ICALT3 se explican  las cuatro fases de su desarrollo (traducción y adaptación de los instrumentos; recogida de información mediante cuestionarios; desarrollo de la fase de observación y diseño de programas de formación inductivos) y se presentan además evidencias de su pertinencia en nuestro contexto, a partir de los estudios y observaciones desarrolladas tanto con discentes como con docentes. Los resultados obtenidos hasta el momento validan el constructo de eficacia docente, muestran que su nivel depende de las seis dimensiones básicas explicitadas y que la presencia de ciertas variables personales y contextuales determina tanto la percepción de eficacia docente como la implicación del alumnado

Many Philippine schools overseas encounter unyielding challenges, with the irresistible majority of teachers getting outstanding ratings, making it challenging to classify which teachers are genuinely exceptional. In specific instances, the evaluation of teachers’ classroom performance validates the organizational policies of classroom management. Otherwise, the effect of poor classroom performance is immense, predominantly on the part of students. It is because of this motivation that the authors utilized a quantitative research design to examine the level of teachers’ classroom performance using the criterion-based review model on various criteria. The measure is based on weighing the perspectives of purposely selected school administrators and teachers at The Philippine School in Dubai. This paper also explored the significant relationship between the teachers’ profile and classroom performance, and the difference between the perspectives of school administrators and teachers’ self-review to facilitate and impede meaningful performance review. The results adhere to continuing practices that will increase knowledge, enable impactful learning, develop critical thinking skills, improve problem-solving ability, and equip teachers with pedagogical competence. The findings revealed that both school administrators and teachers shared realistic feedback about teachers’ classroom performance.

Many Philippine schools overseas encounter unyielding challenges, with the irresistible majority of teachers getting outstanding ratings, making it challenging to classify which teachers are genuinely exceptional. In specific instances, the evaluation of teachers’ classroom performance validates the organizational policies of classroom management. Otherwise, the effect of poor classroom performance is immense, predominantly on the part of students. It is because of this motivation that the authors utilized a quantitative research design to examine the level of teachers’ classroom performance using the criterion-based review model on various criteria. The measure is based on weighing the perspectives of purposely selected school administrators and teachers at The Philippine School in Dubai. This paper also explored the significant relationship between the teachers’ profile and classroom performance, and the difference between the perspectives of school administrators and teachers’ self-review to facilitate and impede meaningful performance review. The results adhere to continuing practices that will increase knowledge, enable impactful learning, develop critical thinking skills, improve problem-solving ability, and equip teachers with pedagogical competence. The findings revealed that both school administrators and teachers shared realistic feedback about teachers’ classroom performance.

A nivel internacional, la evaluación es considerada como un proceso sistemático que, a través de la obtención de datos, permite comprobar si se han alcanzado los objetivos planteados respecto a un conjunto de estándares; en el caso de la educación, es un tema trivial, sobre todo si se tiene en cuenta que los docentes son evaluados constantemente; aunque a menudo hay fallas metodológicas tanto en el diseño como en el proceso. La mayoría de los gobiernos latinoamericanos han avanzado significativamente en sus propuestas de carrera docente, sin embargo, a pesar de las buenas intenciones, no logran tener un sistema educativo “exitoso”. En el presente trabajo de investigación se pretende determinar las perspectivas que tienen los profesores con respecto al proceso de evaluación docente; teniendo como resultados como aspectos positivos la motivación, pues 9 de cada 10 docentes consideran necesaria la evaluación dentro del desarrollo profesional, pues destacan como una oportunidad para mejorar su desempeño en las aulas de clase. Esta aceptación de forma mayoritaria se ve reflejada al analizar los resultados del proceso de aplicación de los instrumentos evaluativos, en él se aprecia que en promedio más del 90% está de acuerdo tanto en la forma de llevarse a cabo todo el proceso evaluativo (desde la inducción previa, durante la evaluación misma y la socialización de los resultados), así como también sobre lo que se les evalúa (dominio de su asignatura, estrategias de enseñanza aprendizaje e investigación formativa)., At the international level, evaluation is considered as a systematic process that, through the collection of data, makes it possible to verify whether the objectives set with respect to a set of standards have been achieved; in the case of education, it is a trivial issue, especially considering that teachers are constantly evaluated; although there are often methodological flaws in both the design and the process. Most Latin American governments have made significant progress in their teaching career proposals, however, despite good intentions, they fail to have a "successful" educational system. In the present research work, it is intended to determine the perspectives that teachers have regarding the process of teacher evaluation; having motivation as positive aspects as results, since 9 out of 10 teachers consider evaluation necessary within professional development, since they stand out as an opportunity to improve their performance in the classroom. This majority acceptance is reflected when analyzing the results of the application process of the evaluative instruments, it can be seen that on average more than 90% agree both in the way of carrying out the entire evaluation process (from the previous induction, during the evaluation itself and the socialization of the results), as well as on what is evaluated (mastery of their subject, teaching-learning strategies and formative research).

The objective was to determine the relationship between teachers' digital competencies and the teaching-learning process at the María Piedad Castillo de Levi Educational Unit. Quantitatively, a non-experimental cross-sectional Pearson correlational design was used, the population consisted of 18 teachers between 28 and 45 years old, who have continuous and postgraduate training related to the use of ICT. The correlation is generated at 0.19 which indicates that digital competencies influence but need to be improved in teachers with the intention that the teaching-learning process has greater effectiveness and forcefulness in students. The high school teachers of the Educational Unit Maria Piedad Castillo de Levi are in a little competent level in terms of digital competences, result obtained through the instruments applied in the selected sample., El objetivo fue determinar la relación que existe entre las competencias digitales de los docentes y el proceso de enseñanza aprendizaje en la Unidad Educativa María Piedad Castillo de Levi. En lo cuantitativo, se empleó un diseño no experimental transversal de tipo correlacional de Pearson, la población estuvo conformada por 18 docentes entre 28 a 45 años, que cuentan con formación continua y posgradual relacionada con el uso de las TIC. La correlación se genera en 0,19 lo cual indica que las competencias digitales influyen, pero necesitan ser mejoradas en los docentes con la intención de que el proceso de enseñanza aprendizaje tenga mayor efectividad y contundencia en los estudiantes. Los docentes de bachillerato de la Unidad Educativa María Piedad Castillo de Levi se encuentran en un nivel poco competente en cuanto a las competencias digitales, resultado obtenido a través de los instrumentos aplicados en la muestra seleccionada.

Many Philippine schools overseas encounter unyielding challenges, with the irresistible majority of teachers getting outstanding ratings, making it challenging to classify which teachers are genuinely exceptional. In specific instances, the evaluation of teachers’ classroom performance validates the organizational policies of classroom management. Otherwise, the effect of poor classroom performance is immense, predominantly on the part of students. It is because of this motivation that the authors utilized a quantitative research design to examine the level of teachers’ classroom performance using the criterion-based review model on various criteria. The measure is based on weighing the perspectives of purposely selected school administrators and teachers at The Philippine School in Dubai. This paper also explored the significant relationship between the teachers’ profile and classroom performance, and the difference between the perspectives of school administrators and teachers’ self-review to facilitate and impede meaningful performance review. The results adhere to continuing practices that will increase knowledge, enable impactful learning, develop critical thinking skills, improve problem-solving ability, and equip teachers with pedagogical competence. The findings revealed that both school administrators and teachers shared realistic feedback about teachers’ classroom performance.

The objective was to determine the relationship of teaching performance with the achievement of learning in the Design Workshop subject of the Architecture career at the César Vallejo University Chimbote campus, 2020, from the students' perspective. Therefore, the research had a quantitative, descriptive correlational approach of non-experimental design. For the sample, 35 students were considered to whom a questionnaire with five response alternatives with 39 items was applied to measure the two variables: teaching performance (four dimensions) and learning achievement (three dimensions). Spearman's correlation analysis showed a p-value of 0.031 and an r-value of 0.364, so both variables have a low-level positive relationship. This means that there will be better learning achievement when the teaching performance is better. It is concluded that teaching performance has a significant relationship with the achievement of learning., O objetivo foi verificar a relação do desempenho docente com o alcance da aprendizagem na disciplina Oficina de Design da carreira de Arquitetura da Universidade César Vallejo campus Chimbote, 2020, na perspectiva dos alunos. A pesquisa teve uma abordagem quantitativa, descritiva e correlacional de delineamento não experimental. Para a amostra, foram considerados 35 alunos aos quais foi aplicado um questionário com cinco alternativas de respostas com 39 itens para mensurar as duas variáveis: desempenho docente (quatro dimensões) e desempenho de aprendizagem (três dimensões). A análise de correlação de Spearman mostrou um valor de p de 0,031 e um valor de R de 0,364, portanto, há uma relação positiva de baixo nível entre as duas variáveis. Isso significa que quando o desempenho docente for melhor, haverá um melhor aproveitamento do aprendizado. Conclui-se que o desempenho docente tem relação significativa com o alcance da aprendizagem., El objetivo fue determinar la relación del desempeño docente con el logro de aprendizajes de la asignatura Taller de Diseño de la carrera Arquitectura en la Universidad César Vallejo campus Chimbote, 2020, desde la perspectiva de los estudiantes. La investigación tuvo un enfoque cuantitativo, descriptivo correlacional de diseño no experimental. Para la muestra se consideraron 35 estudiantes a quienes les fue aplicado un cuestionario con cinco alternativas de respuestas con 39 ítems para medir las dos variables: desempeño docente (cuatro dimensiones) y logro de aprendizajes (tres dimensiones). El análisis de correlación de Spearman mostró un p valor de 0,031 y un r valor de 0, 364, por lo que existe una relación positiva de nivel bajo entre ambas variables. Esto significa que cuando el desempeño docente sea mejor se tendrá un logro de aprendizajes mejor. Se concluye que el desempeño docente tiene una relación significativa con el logro de aprendizajes.

The objective was to determine the relationship between teachers' digital competencies and the teaching-learning process at the María Piedad Castillo de Levi Educational Unit. Quantitatively, a non-experimental cross-sectional Pearson correlational design was used, the population consisted of 18 teachers between 28 and 45 years old, who have continuous and postgraduate training related to the use of ICT. The correlation is generated at 0.19 which indicates that digital competencies influence but need to be improved in teachers with the intention that the teaching-learning process has greater effectiveness and forcefulness in students. The high school teachers of the Educational Unit Maria Piedad Castillo de Levi are in a little competent level in terms of digital competences, result obtained through the instruments applied in the selected sample., El objetivo fue determinar la relación que existe entre las competencias digitales de los docentes y el proceso de enseñanza aprendizaje en la Unidad Educativa María Piedad Castillo de Levi. En lo cuantitativo, se empleó un diseño no experimental transversal de tipo correlacional de Pearson, la población estuvo conformada por 18 docentes entre 28 a 45 años, que cuentan con formación continua y posgradual relacionada con el uso de las TIC. La correlación se genera en 0,19 lo cual indica que las competencias digitales influyen, pero necesitan ser mejoradas en los docentes con la intención de que el proceso de enseñanza aprendizaje tenga mayor efectividad y contundencia en los estudiantes. Los docentes de bachillerato de la Unidad Educativa María Piedad Castillo de Levi se encuentran en un nivel poco competente en cuanto a las competencias digitales, resultado obtenido a través de los instrumentos aplicados en la muestra seleccionada.

El clima de evaluación en el aula constituye un aspecto clave para analizar los aprendizajes. Para medir el constructo, actualmente se dispone de la Escala de Percepción del Clima de Evaluación en el Aula (EPCEA). Debido a que no se cuenta con antecedentes empíricos sobre su aplicación en el contexto educativo chileno, el objetivo del estudio es evaluar la estructura factorial, consistencia interna y validez de la EPCEA en estudiantes chilenos. Los participantes fueron 642 estudiantes de educación secundaria, 50.9% del género femenino y 49.1% del género masculino, con una edad media de 16.32 años. Se utilizó el modelo exploratorio de ecuaciones estructurales (ESEM) y el análisis factorial confirmatorio (AFC) para evaluar el modelo de medida. La consistencia interna se analizó mediante los coeficientes omega de McDonald y de fiabilidad compuesta. La validez convergente y discriminante se evaluaron mediante el cálculo de la varianza media extraída (VME) y de la √VME. Los resultados apoyaron la estructura de dos factores propuesta en el modelo original. No obstante, se re-especificó un modelo de medida de 14 ítems, que presentó adecuados niveles de fiabilidad y validez. Estos hallazgos sugieren que la adaptación de la versión en español de la EPCEA evidencia un modelo de medida con adecuadas propiedades psicométricas para medir la percepción sobre el clima de evaluación en el aula, The study of classroom assessment environments constitutes a key aspect of the learning process. To analyze this construct, the Perceived Classroom Assessment Environment Scale (PCAES) is currently available. Since there is no empirical evidence of the application of this instrument in the Chilean educational context, this study aims at assessing the factor structure, internal consistency, and validity of the PCAES among Chilean students. The participants were 642 high school students, 50.9% women and 49.1% men, with an average age of 16.32 years. The exploratory structural equation modeling (ESEM) and confirmatory factor analysis (CFA) were used to assess the fit of the measurement model to the observed data. Internal consistency analysis was carried out using both McDonald Omega and Composite Reliability coefficients. Convergent and discriminant validity were assessed by the measurement of Average Variance Extracted (VME) and √VME. Findings support the two-factor structure of the original model. However, a 14 item-model was respecified that showed adequate levels of reliability and validity. These findings suggest that the Spanish adaptation of PCAES evidences a measure model of adequate psychometric properties to assess classroom assessment environment perceptions

The objective was to determine the relationship between teachers' digital competencies and the teaching-learning process at the María Piedad Castillo de Levi Educational Unit. Quantitatively, a non-experimental cross-sectional Pearson correlational design was used, the population consisted of 18 teachers between 28 and 45 years old, who have continuous and postgraduate training related to the use of ICT. The correlation is generated at 0.19 which indicates that digital competencies influence but need to be improved in teachers with the intention that the teaching-learning process has greater effectiveness and forcefulness in students. The high school teachers of the Educational Unit Maria Piedad Castillo de Levi are in a little competent level in terms of digital competences, result obtained through the instruments applied in the selected sample., El objetivo fue determinar la relación que existe entre las competencias digitales de los docentes y el proceso de enseñanza aprendizaje en la Unidad Educativa María Piedad Castillo de Levi. En lo cuantitativo, se empleó un diseño no experimental transversal de tipo correlacional de Pearson, la población estuvo conformada por 18 docentes entre 28 a 45 años, que cuentan con formación continua y posgradual relacionada con el uso de las TIC. La correlación se genera en 0,19 lo cual indica que las competencias digitales influyen, pero necesitan ser mejoradas en los docentes con la intención de que el proceso de enseñanza aprendizaje tenga mayor efectividad y contundencia en los estudiantes. Los docentes de bachillerato de la Unidad Educativa María Piedad Castillo de Levi se encuentran en un nivel poco competente en cuanto a las competencias digitales, resultado obtenido a través de los instrumentos aplicados en la muestra seleccionada.

This article reports on a qualitative case study that explored the use of Kumaravadivelu’s “Knowing, Analyzing, Recognizing, Doing, Seeing” model as a teacher evaluation tool to identify critical and reflective aspects of teachers’ practices for their professional development. The participants were nine English language teachers and their students at a Colombian university. Teacher survey responses, journals, observations, and students’ perceptions were collected and thematically categorized and analyzed under the model. Results suggest that teachers have strong procedural knowledge and self-perceptions but struggle with recognizing unique opportunities for critical approaches to their practice, indicating that the model provides more efficient ways of analyzing teachers and focusing on more specific contextual areas in the teachers’ professional development.

El clima de evaluación en el aula constituye un aspecto clave para analizar los aprendizajes. Para medir el constructo, actualmente se dispone de la Escala de Percepción del Clima de Evaluación en el Aula (EPCEA). Debido a que no se cuenta con antecedentes empíricos sobre su aplicación en el contexto educativo chileno, el objetivo del estudio es evaluar la estructura factorial, consistencia interna y validez de la EPCEA en estudiantes chilenos. Los participantes fueron 642 estudiantes de educación secundaria, 50.9% del género femenino y 49.1% del género masculino, con una edad media de 16.32 años. Se utilizó el modelo exploratorio de ecuaciones estructurales (ESEM) y el análisis factorial confirmatorio (AFC) para evaluar el modelo de medida. La consistencia interna se analizó mediante los coeficientes omega de McDonald y de fiabilidad compuesta. La validez convergente y discriminante se evaluaron mediante el cálculo de la varianza media extraída (VME) y de la √VME. Los resultados apoyaron la estructura de dos factores propuesta en el modelo original. No obstante, se re-especificó un modelo de medida de 14 ítems, que presentó adecuados niveles de fiabilidad y validez. Estos hallazgos sugieren que la adaptación de la versión en español de la EPCEA evidencia un modelo de medida con adecuadas propiedades psicométricas para medir la percepción sobre el clima de evaluación en el aula, The study of classroom assessment environments constitutes a key aspect of the learning process. To analyze this construct, the Perceived Classroom Assessment Environment Scale (PCAES) is currently available. Since there is no empirical evidence of the application of this instrument in the Chilean educational context, this study aims at assessing the factor structure, internal consistency, and validity of the PCAES among Chilean students. The participants were 642 high school students, 50.9% women and 49.1% men, with an average age of 16.32 years. The exploratory structural equation modeling (ESEM) and confirmatory factor analysis (CFA) were used to assess the fit of the measurement model to the observed data. Internal consistency analysis was carried out using both McDonald Omega and Composite Reliability coefficients. Convergent and discriminant validity were assessed by the measurement of Average Variance Extracted (VME) and √VME. Findings support the two-factor structure of the original model. However, a 14 item-model was respecified that showed adequate levels of reliability and validity. These findings suggest that the Spanish adaptation of PCAES evidences a measure model of adequate psychometric properties to assess classroom assessment environment perceptions

In higher education, teachers are the main actors in the process of improving educational quality since, if they have an optimal level of teaching skills, they are expected to provide quality education. Consequently, the external institutional evaluation must put special attention to the assessment of their performance for a correct educational quality assurance. To investigate the emphasis given to the teaching skills of university professors in external evaluation processes in Mexico. It is a qualitative, descriptive and interpretative research of documentary analysis. The units of analysis were the indicators, standards and categories used by the higher education evaluation and accreditation agencies in Mexico; Interinstitutional Committees for the Evaluation of Higher Education (CIEES) and the Council for Higher Accreditation A.C. (COPAES). The documents analyzed were methodological manuals, statutes, reference frameworks, among others considered relevant to the investigation. It is evident that the categories, indicators, standards and criteria used by the external institutional evaluation and accreditation agencies in Mexico, have elements focused on teaching performance and activities that allow the pedagogical approach with students. In order for the evaluation agencies to contribute to the balance between the teaching and research activities of the university professor, it is necessary to include more criteria that assess the teaching performance from the pedagogical perspective and the education focused on the student., Dans l'enseignement supérieur, les enseignants sont les principaux acteurs du processus d'amélioration de la qualité de l'enseignement, puisque s'ils ont un niveau optimal de compétences pédagogiques, on attend d'eux qu'ils dispensent un enseignement de qualité. Par conséquent, l'évaluation institutionnelle externe doit accorder une attention particulière à l'évaluation de des performances des professeurs pour une assurance qualité adéquate de l'enseignement. Étudier l'importance accordée aux compétences pédagogiques des professeurs d'université dans les processus d'évaluation externe au Mexique. Il s'agit d'une recherche qualitative, descriptive et interprétative d'analyse documentaire. Les unités d'analyse étaient les indicateurs, les normes et les catégories utilisées par les organismes d'évaluation et d'accréditation de l'enseignement supérieur au Mexique; les Commissions interinstitutionnelles d'évaluation de l'enseignement supérieur (CIEES) et le Conseil d'accréditation supérieure A.C. (COPAES). Les documents analysés étaient des manuels méthodologiques, des statuts, des cadres de référence, entre autres considérés pertinents pour l'enquête. Il est évident que les catégories, les indicateurs, les normes et les critères utilisés par les organismes d'évaluation institutionnelle externe et d'accréditation du Mexique comportent des éléments axés sur la performance de l'enseignement et les activités qui permettent un rapprochement pédagogique avec les étudiants. Pour que les organes d'évaluation contribuent à l'équilibre entre l'activité d'enseignement et de recherche du professeur d'université, il est nécessaire d'inclure davantage de critères qui évaluent la performance de l'enseignement dans une perspective pédagogique et d'éducation centrée sur l'étudiant., No Ensino Superior, os professores são os principais atores do processo de melhoria da qualidade educacional, pois o sistema espera que eles sejam capazes de ministrar um ensino de qualidade se tiverem um nível ótimo de habilidades pedagógicas. Em conseqüência, a avaliação institucional externa deve dar atenção especial à avaliação do desempenho dos professores para uma correcta garantia da qualidade educacional. Investigar a ênfase dada às habilidades pedagógicas dos professores universitários em processos de avaliação externa no México. Trata-se de uma pesquisa qualitativa, descritiva e interpretativa de análise documental. As unidades de análise foram os indicadores, padrões e categorias utilizados pelos órgãos de avaliação e acreditação do ensino superior no México; Comissões Interinstitucionais de Avaliação do Ensino Superior (CIEES) e Conselho de Acreditação Superior A.C. (COPAES). Os documentos analisados foram manuais metodológicos, estatutos, quadros de referência, entre outros considerados relevantes para a pesquisa. Evidencia-se que as categorias, indicadores, padrões e critérios utilizados pelos órgãos de avaliação institucional externa e acreditação do México, possuem elementos focados no desempenho do professor e nas atividades que permitem uma aproximação pedagógica com os alunos. Para que os órgãos de avaliação contribuam para o equilíbrio entre atividades de ensino e de pesquisa do professor universitário, mais critérios precisam ser incluídos para avaliar o desempenho dos professores a partir de uma perspectiva pedagógica e de educação centrada no estudante., En la educación superior, los docentes son los principales actores en el proceso de mejora de la calidad educativa, puesto que, si tienen un nivel óptimo de competencias docentes, se espera que brinden una educación de calidad. En consecuencia, la evaluación institucional externa debe poner especial atención en la evaluación de su desempeño para un correcto aseguramiento de la calidad educativa. Indagar el énfasis que se da a las habilidades de enseñanza del docente universitario en los procesos de evaluación externa en México. Es una investigación cualitativa, descriptiva e interpretativa de análisis documental. Las unidades de análisis fueron los indicadores, estándares y categorías utilizados por los organismos de evaluación y acreditación de educación superior en México; Comités Interinstitucionales para la Evaluación de la Educación Superior (CIEES) y el Consejo para la Acreditación Superior A.C. (COPAES). Los documentos analizados fueron manuales metodológicos, estatutos, marcos de referencia, entre otros considerados pertinentes para la investigación. Se evidencia que las categorías, indicadores, estándares y criterios, utilizados por los organismos de evaluación institucional, externa y de acreditación de México, tienen elementos centrados en el desempeño docente y las actividades que permiten el acercamiento pedagógico con los estudiantes. Para que los organismos evaluadores contribuyan al equilibrio entre las actividades de enseñanza e investigación del docente universitario, es necesario que se incluyan más criterios que valoren el desempeño docente desde la mirada pedagógica y la educación centrada en el estudiante.

The purpose of the study was to compare head teachers’ effectiveness by using teachers’ rating on quality indicators and their school performance through their gender and school location. Head teacher effectiveness is a process to measure that how quality indicators recommended by the state are implemented by head teacher in institution. School performance is defined as the extent to which long or short educational targets are achieved by the teachers, students and schools. In district Sahiwal, 1026 Secondary School Teachers evaluated their head teachers’ effectiveness on HTEQ developed by the researchers by employing multistage sampling technique. For school performance, MEAs monthly visit reports were used to collect the data on the factors: teacher presence, school cleanliness, functioning of facilities and student presence, while data on student achievement score were obtained from their schools. To analyze the data, both of variables were compared by using T-test for independent sample. The study revealed that female teachers’ rated their head teachers significantly more effective than male teachers’ rated, while urban teachers’ rated their head teachers significantly more effective than rural teachers’ rated. The study recommended that reasons might be explored for lower effectiveness and school performance of male head teachers through further studies.

The purpose of the study was to compare head teachers’ effectiveness by using teachers’ rating on quality indicators and their school performance through their gender and school location. Head teacher effectiveness is a process to measure that how quality indicators recommended by the state are implemented by head teacher in institution. School performance is defined as the extent to which long or short educational targets are achieved by the teachers, students and schools. In district Sahiwal, 1026 Secondary School Teachers evaluated their head teachers’ effectiveness on HTEQ developed by the researchers by employing multistage sampling technique. For school performance, MEAs monthly visit reports were used to collect the data on the factors: teacher presence, school cleanliness, functioning of facilities and student presence, while data on student achievement score were obtained from their schools. To analyze the data, both of variables were compared by using T-test for independent sample. The study revealed that female teachers’ rated their head teachers significantly more effective than male teachers’ rated, while urban teachers’ rated their head teachers significantly more effective than rural teachers’ rated. The study recommended that reasons might be explored for lower effectiveness and school performance of male head teachers through further studies.

This article reports on a qualitative case study that explored the use of Kumaravadivelu’s “Knowing, Analyzing, Recognizing, Doing, Seeing” model as a teacher evaluation tool to identify critical and reflective aspects of teachers’ practices for their professional development. The participants were nine English language teachers and their students at a Colombian university. Teacher survey responses, journals, observations, and students’ perceptions were collected and thematically categorized and analyzed under the model. Results suggest that teachers have strong procedural knowledge and self-perceptions but struggle with recognizing unique opportunities for critical approaches to their practice, indicating that the model provides more efficient ways of analyzing teachers and focusing on more specific contextual areas in the teachers’ professional development.

The objective of this research is to comparatively analyze the evaluation of the teaching component in the Cuenca and Cañar nursing careers of the Catholic University of Cuenca. The work corresponds to a descriptive, cross-sectional, non-experimental study. The population consisted of a total of 860 students and 48 teachers who evaluated the teaching component in the areas of self-evaluation, co-evaluation and heteroevaluation. The comparative analysis determines as results the confluence between the assignment of scores that teachers have when performing the exercise of self-evaluation and co-evaluation as opposed to the heteroevaluation that is performed by students where the values assigned to the evaluation change, being a similar case both in the Cuenca Matrix and in the Cañar Extension, which poses a dispersed reality in terms of the management of the teaching-learning process., La presente investigación tiene como objetivo analizar de forma comparativa la evaluación del componente de docencia en la carrera de enfermería Cuenca y extensión Cañar de la Universidad Católica de Cuenca. El trabajo corresponde a un estudio descriptivo de corte transversal, no experimental. La población estuvo constituida por un total de 860 estudiantes y 48 docentes que evaluaron el componente de docencia en los ámbitos de autoevaluación, coevaluación y heteroevaluación. El análisis comparativo determina como resultados la confluencia entre la asignación de puntaje que tienen los docentes cuando realizan el ejercicio de autoevaluación y coevaluación a diferencia de la heteroevaluación que es realizada por los estudiantes en donde los valores asignados a la evaluación cambian, siendo un caso similar tanto en la Matriz Cuenca como en la Extensión Cañar, lo que plantea una realidad dispersa en cuanto a la gestión del proceso enseñanza aprendizaje.

Many Philippine schools overseas encounter unyielding challenges, with the irresistible majority of teachers getting outstanding ratings, making it challenging to classify which teachers are genuinely exceptional. In specific instances, the evaluation of teachers’ classroom performance validates the organizational policies of classroom management. Otherwise, the effect of poor classroom performance is immense, predominantly on the part of students. It is because of this motivation that the authors utilized a quantitative research design to examine the level of teachers’ classroom performance using the criterion-based review model on various criteria. The measure is based on weighing the perspectives of purposely selected school administrators and teachers at The Philippine School in Dubai. This paper also explored the significant relationship between the teachers’ profile and classroom performance, and the difference between the perspectives of school administrators and teachers’ self-review to facilitate and impede meaningful performance review. The results adhere to continuing practices that will increase knowledge, enable impactful learning, develop critical thinking skills, improve problem-solving ability, and equip teachers with pedagogical competence. The findings revealed that both school administrators and teachers shared realistic feedback about teachers’ classroom performance.

The objective of this research is to comparatively analyze the evaluation of the teaching component in the Cuenca and Cañar nursing careers of the Catholic University of Cuenca. The work corresponds to a descriptive, cross-sectional, non-experimental study. The population consisted of a total of 860 students and 48 teachers who evaluated the teaching component in the areas of self-evaluation, co-evaluation and heteroevaluation. The comparative analysis determines as results the confluence between the assignment of scores that teachers have when performing the exercise of self-evaluation and co-evaluation as opposed to the heteroevaluation that is performed by students where the values assigned to the evaluation change, being a similar case both in the Cuenca Matrix and in the Cañar Extension, which poses a dispersed reality in terms of the management of the teaching-learning process., La presente investigación tiene como objetivo analizar de forma comparativa la evaluación del componente de docencia en la carrera de enfermería Cuenca y extensión Cañar de la Universidad Católica de Cuenca. El trabajo corresponde a un estudio descriptivo de corte transversal, no experimental. La población estuvo constituida por un total de 860 estudiantes y 48 docentes que evaluaron el componente de docencia en los ámbitos de autoevaluación, coevaluación y heteroevaluación. El análisis comparativo determina como resultados la confluencia entre la asignación de puntaje que tienen los docentes cuando realizan el ejercicio de autoevaluación y coevaluación a diferencia de la heteroevaluación que es realizada por los estudiantes en donde los valores asignados a la evaluación cambian, siendo un caso similar tanto en la Matriz Cuenca como en la Extensión Cañar, lo que plantea una realidad dispersa en cuanto a la gestión del proceso enseñanza aprendizaje.

Several factors determine students’ academic achievement. Teachers’ teaching activity is undoubtedly one of the central issues as long as educators’ decisions determine in an important way what takes place inside the classroom. In order to study in a deep and rigorous approach the teaching effectiveness construct, a scientific approach is required. The current work presents the development of the ICALT3 project in Spain. This project is based on a model of teaching effectiveness developed by Van de Grift (2007) which considers six domains: learning climate, classroom management, clarity of instruction, activating teaching, teaching – learning strategies, and differentiation. The manuscript presents the four phases concerning the implementation of the project (translation and adaptation of instruments; data collection with questionnaires; observation phase; and the design of teaching induction programs) and also points out some of the evidences which prove the usefulness of the project in Spain, taking into account the studies and observations made with students and teachers. The results obtained so far validate the construct of teaching effectiveness and conclude that it does depend on the already mentioned six teaching domains. It can also be noted that certain personal and contextual variables may be influencing teaching effectiveness and students’ engagement, Los factores que determinan el éxito académico de los y las estudiantes son complejos y diversos. Sin duda alguna, la tarea desarrollada por el profesorado constituye uno de los elementos centrales, ya que de sus decisiones depende en gran medida lo que sucede en el contexto de aula. Para conocer en profundidad y con rigor esta tarea es necesario estudiar científicamente el concepto de eficacia docente. En este sentido, el presente manuscrito analiza el desarrollo del Proyecto ICALT 3 en España, siguiendo las bases teóricas del modelo de eficacia docente planteado por Van de Grift (2007) quien establece seis dimensiones centrales para su estudio: clima de aprendizaje, gestión del aula, claridad de la instrucción, enseñanza activa, estrategias de enseñanza-aprendizaje y diferenciación. Para ilustrar la implementación del proyecto ICALT3 se explican  las cuatro fases de su desarrollo (traducción y adaptación de los instrumentos; recogida de información mediante cuestionarios; desarrollo de la fase de observación y diseño de programas de formación inductivos) y se presentan además evidencias de su pertinencia en nuestro contexto, a partir de los estudios y observaciones desarrolladas tanto con discentes como con docentes. Los resultados obtenidos hasta el momento validan el constructo de eficacia docente, muestran que su nivel depende de las seis dimensiones básicas explicitadas y que la presencia de ciertas variables personales y contextuales determina tanto la percepción de eficacia docente como la implicación del alumnado

The objective of this research is to comparatively analyze the evaluation of the teaching component in the Cuenca and Cañar nursing careers of the Catholic University of Cuenca. The work corresponds to a descriptive, cross-sectional, non-experimental study. The population consisted of a total of 860 students and 48 teachers who evaluated the teaching component in the areas of self-evaluation, co-evaluation and heteroevaluation. The comparative analysis determines as results the confluence between the assignment of scores that teachers have when performing the exercise of self-evaluation and co-evaluation as opposed to the heteroevaluation that is performed by students where the values assigned to the evaluation change, being a similar case both in the Cuenca Matrix and in the Cañar Extension, which poses a dispersed reality in terms of the management of the teaching-learning process., La presente investigación tiene como objetivo analizar de forma comparativa la evaluación del componente de docencia en la carrera de enfermería Cuenca y extensión Cañar de la Universidad Católica de Cuenca. El trabajo corresponde a un estudio descriptivo de corte transversal, no experimental. La población estuvo constituida por un total de 860 estudiantes y 48 docentes que evaluaron el componente de docencia en los ámbitos de autoevaluación, coevaluación y heteroevaluación. El análisis comparativo determina como resultados la confluencia entre la asignación de puntaje que tienen los docentes cuando realizan el ejercicio de autoevaluación y coevaluación a diferencia de la heteroevaluación que es realizada por los estudiantes en donde los valores asignados a la evaluación cambian, siendo un caso similar tanto en la Matriz Cuenca como en la Extensión Cañar, lo que plantea una realidad dispersa en cuanto a la gestión del proceso enseñanza aprendizaje.

Teachers must be digitally competent at the beginning of their career. The main aim of this paper is to study whether specific training is necessary to enable pre-service teachers in Catalonia with the required level of teacher digital competence (TDC). Three cases are discussed. In the first case, TDC is self-assessed among first-year pre-service teachers (N = 1166). In the second, TDC is assessed among second year pre-service teachers who received specific training (N = 33). The third case measures TDC among third-year, pre-service teachers without any specific training in TDC (N = 151). Results reveal that pre-service teachers who are given specific training in TDC get better scores in the assessment compared to those who do not receive training. Practical implications on formative assessment emerge: specific training in TDC in higher education curricula must be practical and address methodological aspects of TDC.

La competencia digital docente (CDD) es un elemento fundamental en la formación de los ciudadanos del siglo XXI. Es por eso que los docentes en activo deben desarrollar habilidades en CDD. Para conseguirlo la formación continua ofrecida por la administración competente es un elemento fundamental. Con el fin de determinar el nivel autopercibido de CDD y detectar las debilidades de la institución, en este estudio de caso, se utiliza el instrumento COMDID-A, que está en línea con los distintos marcos. Este análisis determina el nivel en CDD de la institución y sus correlaciones con distintas variables sociodemográficas. También muestra las debilidades de la institución, a partir de las cuales diseñar una formación. Los resultados revelan que el grado de desarrollo en CDD está correlacionado con la edad de los participantes. La institución debe plantear un diseño formativo, a partir de la reflexión sobre la práctica docente, para resolver las debilidades detectadas e implementar el uso de la TD en el proceso de enseñanza-aprendizaje.

[EN] In recent decades, Higher Education has undergone a gradual but progressive transformation worldwide. Globalisation has promoted convergence mechanisms between states to achieve common standards in Higher Education; among them, those who seek to guarantee the quality of university teaching. The aim of this research is to analyse the most recent studies carried out on the impact that new teaching evaluation systems have on academics. For this purpose, a systematic review of the literature has been developed in which three different databases have been used (Wos, Scopus and ERIC). After searching and applying the inclusion / exclusion criteria, a total of 15 documents were selected. The articles were subjected to a thematic analysis and also of their characteristics. Among the most outstanding results, the development of fragmented academic identities that have an impact on the work and the wellbeing of the academics is detected. Also, the presence of contradictory opinions on teaching evaluation. Likewise, possible alternatives on teaching evaluation systems are mentioned. To conclude, a series of future lines of research are outlined, such as the consideration of more varied samples that allow more detailed comparisons between various variables, the development of longitudinal studies, and the promotion of alternatives to the current systems of evaluation., [ES] En las últimas décadas, la Educación Superior se ha visto sometida a una paulatina, pero progresiva transformación a nivel mundial. La globalización ha impulsado mecanismos de convergencia entre estados para alcanzar estándares comunes en la Educación Superior; entre ellos, aquellos que buscan garantizar la calidad de la docencia universitaria. El objetivo de la presente investigación es analizar los estudios más recientes realizados sobre el impacto que los nuevos sistemas de evaluación docente generan en el profesorado universitario. Para tal fin, se ha desarrollado una revisión sistemática de la literatura en la que se han empleado tres bases de datos diferentes (Wos, Scopus y ERIC). Tras la búsqueda y aplicación de los criterios de inclusión/exclusión se seleccionaron un total de 15 documentos que fueron sometidos tanto a un análisis temático como de sus características. Entre los resultados más destacados, se observa el desarrollo de identidades académicas fragmentadas que impactan en las labores y en el bienestar del profesorado. También, la presencia de opiniones contradictorias sobre la evaluación docente. Asimismo, se mencionan posibles alternativas sobre los sistemas de evaluación docente. Para concluir, se subrayan una serie de futuras líneas de investigación como la consideración de muestras más variadas que permitan comparaciones más detalladas entre diversas variables, el desarrollo de estudios de corte longitudinal, y el fomento de alternativas que busquen la mejora de los actuales sistemas de evaluación.

[EN] Health science teachers are essential to ensure the health of the population and the continuously updated training of health professionals. However, in some countries, clinical teaching staff individually assume teaching responsibility based on their professional competence, without there being a regulated pedagogical training for clinical teachers, specific and recognized into the professional career of the health professions.This manuscript summarizes the educational context of the health professions and describes the challenges commonly faced by health sciences teachers. What teaching skills should they have? How do health professionals become teachers? How can be assessed faculty development in the health sciences? How can be promoted innovation and excellence in medical, dental and veterinary education? Sharing experiences and existing models at the international level could be useful to benchmark how some countries have implemented and recognize the professional teaching trajectory of their health professionals, how they comprehensively regulate the teaching of health sciences throughout life, from basic to postgraduate training and continuous professional development. The objective of this manuscript is to provide a comprehensive vision of teaching in the field of health sciences, some reflections and a selection of references of interest. “Health is one of the world’s challenges; therefore the training of teachers in health sciences should be considered a priority for any country”, [ES] Los profesores de ciencias de la salud son fundamentales para garantizar la salud de la población y la formación continuamente actualizada de los profesionales sanitarios. Sin embargo, en algunos países, el profesorado clínico asume individualmente la responsabilidad docente en base a su competencia profesional, sin existir una formación pedagógica reglada para docentes clínicos, específica y reconocida en la carrera profesional de las profesiones sanitarias.Este manuscrito resume el contexto educativo de las profesiones sanitarias, ¿Qué desafíos afrontan los profesores de ciencias de la salud?, ¿Qué competencias docentes deben tener?, ¿Cómo se convierten los profesionales sanitarios en profesores?, ¿Cómo se puede valorar al profesorado de ciencias de la salud?, ¿Cómo se puede promover la innovación y la excelencia en la enseñanza médica, dental y veterinaria?Compartir experiencias y modelos existentes a nivel internacional podría ser de utilidad para dar a conocer cómo algunos países han implementado y reconocen la trayectoria profesional docente de sus profesionales sanitarios y cómo regulan integralmente las enseñanzas de las ciencias de la salud a lo largo de toda la vida, desde la formación básica hasta la de postgrado y desarrollo profesional continuo. El objetivo de este manuscrito es aportar una visión integral de la docencia en el ámbito de las ciencias de la salud, algunas reflexiones y una selección de referencias de interés.“La salud es uno de los desafíos mundiales por ello la formación de profesorado en ciencias de la salud debería considerarse una prioridad para cualquier país”

[EN] Health science teachers are essential to ensure the health of the population and the continuously updated training of health professionals. However, in some countries, clinical teaching staff individually assume teaching responsibility based on their professional competence, without there being a regulated pedagogical training for clinical teachers, specific and recognized into the professional career of the health professions.This manuscript summarizes the educational context of the health professions and describes the challenges commonly faced by health sciences teachers. What teaching skills should they have? How do health professionals become teachers? How can be assessed faculty development in the health sciences? How can be promoted innovation and excellence in medical, dental and veterinary education? Sharing experiences and existing models at the international level could be useful to benchmark how some countries have implemented and recognize the professional teaching trajectory of their health professionals, how they comprehensively regulate the teaching of health sciences throughout life, from basic to postgraduate training and continuous professional development. The objective of this manuscript is to provide a comprehensive vision of teaching in the field of health sciences, some reflections and a selection of references of interest. “Health is one of the world’s challenges; therefore the training of teachers in health sciences should be considered a priority for any country”, [ES] Los profesores de ciencias de la salud son fundamentales para garantizar la salud de la población y la formación continuamente actualizada de los profesionales sanitarios. Sin embargo, en algunos países, el profesorado clínico asume individualmente la responsabilidad docente en base a su competencia profesional, sin existir una formación pedagógica reglada para docentes clínicos, específica y reconocida en la carrera profesional de las profesiones sanitarias.Este manuscrito resume el contexto educativo de las profesiones sanitarias, ¿Qué desafíos afrontan los profesores de ciencias de la salud?, ¿Qué competencias docentes deben tener?, ¿Cómo se convierten los profesionales sanitarios en profesores?, ¿Cómo se puede valorar al profesorado de ciencias de la salud?, ¿Cómo se puede promover la innovación y la excelencia en la enseñanza médica, dental y veterinaria?Compartir experiencias y modelos existentes a nivel internacional podría ser de utilidad para dar a conocer cómo algunos países han implementado y reconocen la trayectoria profesional docente de sus profesionales sanitarios y cómo regulan integralmente las enseñanzas de las ciencias de la salud a lo largo de toda la vida, desde la formación básica hasta la de postgrado y desarrollo profesional continuo. El objetivo de este manuscrito es aportar una visión integral de la docencia en el ámbito de las ciencias de la salud, algunas reflexiones y una selección de referencias de interés.“La salud es uno de los desafíos mundiales por ello la formación de profesorado en ciencias de la salud debería considerarse una prioridad para cualquier país”

[EN] In recent decades, Higher Education has undergone a gradual but progressive transformation worldwide. Globalisation has promoted convergence mechanisms between states to achieve common standards in Higher Education; among them, those who seek to guarantee the quality of university teaching. The aim of this research is to analyse the most recent studies carried out on the impact that new teaching evaluation systems have on academics. For this purpose, a systematic review of the literature has been developed in which three different databases have been used (Wos, Scopus and ERIC). After searching and applying the inclusion / exclusion criteria, a total of 15 documents were selected. The articles were subjected to a thematic analysis and also of their characteristics. Among the most outstanding results, the development of fragmented academic identities that have an impact on the work and the wellbeing of the academics is detected. Also, the presence of contradictory opinions on teaching evaluation. Likewise, possible alternatives on teaching evaluation systems are mentioned. To conclude, a series of future lines of research are outlined, such as the consideration of more varied samples that allow more detailed comparisons between various variables, the development of longitudinal studies, and the promotion of alternatives to the current systems of evaluation., [ES] En las últimas décadas, la Educación Superior se ha visto sometida a una paulatina, pero progresiva transformación a nivel mundial. La globalización ha impulsado mecanismos de convergencia entre estados para alcanzar estándares comunes en la Educación Superior; entre ellos, aquellos que buscan garantizar la calidad de la docencia universitaria. El objetivo de la presente investigación es analizar los estudios más recientes realizados sobre el impacto que los nuevos sistemas de evaluación docente generan en el profesorado universitario. Para tal fin, se ha desarrollado una revisión sistemática de la literatura en la que se han empleado tres bases de datos diferentes (Wos, Scopus y ERIC). Tras la búsqueda y aplicación de los criterios de inclusión/exclusión se seleccionaron un total de 15 documentos que fueron sometidos tanto a un análisis temático como de sus características. Entre los resultados más destacados, se observa el desarrollo de identidades académicas fragmentadas que impactan en las labores y en el bienestar del profesorado. También, la presencia de opiniones contradictorias sobre la evaluación docente. Asimismo, se mencionan posibles alternativas sobre los sistemas de evaluación docente. Para concluir, se subrayan una serie de futuras líneas de investigación como la consideración de muestras más variadas que permitan comparaciones más detalladas entre diversas variables, el desarrollo de estudios de corte longitudinal, y el fomento de alternativas que busquen la mejora de los actuales sistemas de evaluación.

[EN] Health science teachers are essential to ensure the health of the population and the continuously updated training of health professionals. However, in some countries, clinical teaching staff individually assume teaching responsibility based on their professional competence, without there being a regulated pedagogical training for clinical teachers, specific and recognized into the professional career of the health professions.This manuscript summarizes the educational context of the health professions and describes the challenges commonly faced by health sciences teachers. What teaching skills should they have? How do health professionals become teachers? How can be assessed faculty development in the health sciences? How can be promoted innovation and excellence in medical, dental and veterinary education? Sharing experiences and existing models at the international level could be useful to benchmark how some countries have implemented and recognize the professional teaching trajectory of their health professionals, how they comprehensively regulate the teaching of health sciences throughout life, from basic to postgraduate training and continuous professional development. The objective of this manuscript is to provide a comprehensive vision of teaching in the field of health sciences, some reflections and a selection of references of interest. “Health is one of the world’s challenges; therefore the training of teachers in health sciences should be considered a priority for any country”, [ES] Los profesores de ciencias de la salud son fundamentales para garantizar la salud de la población y la formación continuamente actualizada de los profesionales sanitarios. Sin embargo, en algunos países, el profesorado clínico asume individualmente la responsabilidad docente en base a su competencia profesional, sin existir una formación pedagógica reglada para docentes clínicos, específica y reconocida en la carrera profesional de las profesiones sanitarias.Este manuscrito resume el contexto educativo de las profesiones sanitarias, ¿Qué desafíos afrontan los profesores de ciencias de la salud?, ¿Qué competencias docentes deben tener?, ¿Cómo se convierten los profesionales sanitarios en profesores?, ¿Cómo se puede valorar al profesorado de ciencias de la salud?, ¿Cómo se puede promover la innovación y la excelencia en la enseñanza médica, dental y veterinaria?Compartir experiencias y modelos existentes a nivel internacional podría ser de utilidad para dar a conocer cómo algunos países han implementado y reconocen la trayectoria profesional docente de sus profesionales sanitarios y cómo regulan integralmente las enseñanzas de las ciencias de la salud a lo largo de toda la vida, desde la formación básica hasta la de postgrado y desarrollo profesional continuo. El objetivo de este manuscrito es aportar una visión integral de la docencia en el ámbito de las ciencias de la salud, algunas reflexiones y una selección de referencias de interés.“La salud es uno de los desafíos mundiales por ello la formación de profesorado en ciencias de la salud debería considerarse una prioridad para cualquier país”

[EN] In recent decades, Higher Education has undergone a gradual but progressive transformation worldwide. Globalisation has promoted convergence mechanisms between states to achieve common standards in Higher Education; among them, those who seek to guarantee the quality of university teaching. The aim of this research is to analyse the most recent studies carried out on the impact that new teaching evaluation systems have on academics. For this purpose, a systematic review of the literature has been developed in which three different databases have been used (Wos, Scopus and ERIC). After searching and applying the inclusion / exclusion criteria, a total of 15 documents were selected. The articles were subjected to a thematic analysis and also of their characteristics. Among the most outstanding results, the development of fragmented academic identities that have an impact on the work and the wellbeing of the academics is detected. Also, the presence of contradictory opinions on teaching evaluation. Likewise, possible alternatives on teaching evaluation systems are mentioned. To conclude, a series of future lines of research are outlined, such as the consideration of more varied samples that allow more detailed comparisons between various variables, the development of longitudinal studies, and the promotion of alternatives to the current systems of evaluation., [ES] En las últimas décadas, la Educación Superior se ha visto sometida a una paulatina, pero progresiva transformación a nivel mundial. La globalización ha impulsado mecanismos de convergencia entre estados para alcanzar estándares comunes en la Educación Superior; entre ellos, aquellos que buscan garantizar la calidad de la docencia universitaria. El objetivo de la presente investigación es analizar los estudios más recientes realizados sobre el impacto que los nuevos sistemas de evaluación docente generan en el profesorado universitario. Para tal fin, se ha desarrollado una revisión sistemática de la literatura en la que se han empleado tres bases de datos diferentes (Wos, Scopus y ERIC). Tras la búsqueda y aplicación de los criterios de inclusión/exclusión se seleccionaron un total de 15 documentos que fueron sometidos tanto a un análisis temático como de sus características. Entre los resultados más destacados, se observa el desarrollo de identidades académicas fragmentadas que impactan en las labores y en el bienestar del profesorado. También, la presencia de opiniones contradictorias sobre la evaluación docente. Asimismo, se mencionan posibles alternativas sobre los sistemas de evaluación docente. Para concluir, se subrayan una serie de futuras líneas de investigación como la consideración de muestras más variadas que permitan comparaciones más detalladas entre diversas variables, el desarrollo de estudios de corte longitudinal, y el fomento de alternativas que busquen la mejora de los actuales sistemas de evaluación.

[EN] Health science teachers are essential to ensure the health of the population and the continuously updated training of health professionals. However, in some countries, clinical teaching staff individually assume teaching responsibility based on their professional competence, without there being a regulated pedagogical training for clinical teachers, specific and recognized into the professional career of the health professions.This manuscript summarizes the educational context of the health professions and describes the challenges commonly faced by health sciences teachers. What teaching skills should they have? How do health professionals become teachers? How can be assessed faculty development in the health sciences? How can be promoted innovation and excellence in medical, dental and veterinary education? Sharing experiences and existing models at the international level could be useful to benchmark how some countries have implemented and recognize the professional teaching trajectory of their health professionals, how they comprehensively regulate the teaching of health sciences throughout life, from basic to postgraduate training and continuous professional development. The objective of this manuscript is to provide a comprehensive vision of teaching in the field of health sciences, some reflections and a selection of references of interest. “Health is one of the world’s challenges; therefore the training of teachers in health sciences should be considered a priority for any country”, [ES] Los profesores de ciencias de la salud son fundamentales para garantizar la salud de la población y la formación continuamente actualizada de los profesionales sanitarios. Sin embargo, en algunos países, el profesorado clínico asume individualmente la responsabilidad docente en base a su competencia profesional, sin existir una formación pedagógica reglada para docentes clínicos, específica y reconocida en la carrera profesional de las profesiones sanitarias.Este manuscrito resume el contexto educativo de las profesiones sanitarias, ¿Qué desafíos afrontan los profesores de ciencias de la salud?, ¿Qué competencias docentes deben tener?, ¿Cómo se convierten los profesionales sanitarios en profesores?, ¿Cómo se puede valorar al profesorado de ciencias de la salud?, ¿Cómo se puede promover la innovación y la excelencia en la enseñanza médica, dental y veterinaria?Compartir experiencias y modelos existentes a nivel internacional podría ser de utilidad para dar a conocer cómo algunos países han implementado y reconocen la trayectoria profesional docente de sus profesionales sanitarios y cómo regulan integralmente las enseñanzas de las ciencias de la salud a lo largo de toda la vida, desde la formación básica hasta la de postgrado y desarrollo profesional continuo. El objetivo de este manuscrito es aportar una visión integral de la docencia en el ámbito de las ciencias de la salud, algunas reflexiones y una selección de referencias de interés.“La salud es uno de los desafíos mundiales por ello la formación de profesorado en ciencias de la salud debería considerarse una prioridad para cualquier país”

[EN] In recent decades, Higher Education has undergone a gradual but progressive transformation worldwide. Globalisation has promoted convergence mechanisms between states to achieve common standards in Higher Education; among them, those who seek to guarantee the quality of university teaching. The aim of this research is to analyse the most recent studies carried out on the impact that new teaching evaluation systems have on academics. For this purpose, a systematic review of the literature has been developed in which three different databases have been used (Wos, Scopus and ERIC). After searching and applying the inclusion / exclusion criteria, a total of 15 documents were selected. The articles were subjected to a thematic analysis and also of their characteristics. Among the most outstanding results, the development of fragmented academic identities that have an impact on the work and the wellbeing of the academics is detected. Also, the presence of contradictory opinions on teaching evaluation. Likewise, possible alternatives on teaching evaluation systems are mentioned. To conclude, a series of future lines of research are outlined, such as the consideration of more varied samples that allow more detailed comparisons between various variables, the development of longitudinal studies, and the promotion of alternatives to the current systems of evaluation., [ES] En las últimas décadas, la Educación Superior se ha visto sometida a una paulatina, pero progresiva transformación a nivel mundial. La globalización ha impulsado mecanismos de convergencia entre estados para alcanzar estándares comunes en la Educación Superior; entre ellos, aquellos que buscan garantizar la calidad de la docencia universitaria. El objetivo de la presente investigación es analizar los estudios más recientes realizados sobre el impacto que los nuevos sistemas de evaluación docente generan en el profesorado universitario. Para tal fin, se ha desarrollado una revisión sistemática de la literatura en la que se han empleado tres bases de datos diferentes (Wos, Scopus y ERIC). Tras la búsqueda y aplicación de los criterios de inclusión/exclusión se seleccionaron un total de 15 documentos que fueron sometidos tanto a un análisis temático como de sus características. Entre los resultados más destacados, se observa el desarrollo de identidades académicas fragmentadas que impactan en las labores y en el bienestar del profesorado. También, la presencia de opiniones contradictorias sobre la evaluación docente. Asimismo, se mencionan posibles alternativas sobre los sistemas de evaluación docente. Para concluir, se subrayan una serie de futuras líneas de investigación como la consideración de muestras más variadas que permitan comparaciones más detalladas entre diversas variables, el desarrollo de estudios de corte longitudinal, y el fomento de alternativas que busquen la mejora de los actuales sistemas de evaluación.