The governance and the hijacking of the evaluation in the mexican high education
DOI:
https://doi.org/10.35699/2237-5864.2019.2570Keywords:
Higher education evaluation, Teacher evaluation, Governance, Social representationsAbstract
The objective of this work is to discuss the moment in which the teaching evaluation is found: what has it been for? How is it that the governance has hijacked it? In order to answer these questions, three important points that are part of the evaluation process are highlighted. The first one is the duty of the evaluation, that is, what the law says about it. The second one focuses on the task of the evaluation, the steps that must be followed to participate in this process. The third point is about using the methodological theoretical proposal of Social Representations as a means of analysing how professors live the teacher evaluation. This is made through the contemplation of opinions and experiences of professors from the UAM X. The results indicate that these professionals do not have a clear representation of the conception of teacher evaluation, rather what they could identify were the different uses that are attributed to it. Among others, they perceive evaluation as an administrative bureaucratic process that has not improved educational practices.
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Copyright (c) 2019 Oscar Jorge Comas Rodríguez, María Isabel Arbesú García
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