Evaluación del desempeño docente por áreas de conocimiento: El caso de la Facultad de Ciencias Administrativas y Sociales de la Universidad Autónoma de Baja California, México
The Faculty of Administrative and Social Sciences (FCAYS) of the Autonomous University of Baja California (UABC) evaluates their teaching body from the opinion of the student body every semester considering four dimensions (planning, content management, teaching strategies, learning evaluation), for...
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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad de Costa Rica
2021
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| Materias: | |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/46294 |
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| Sumario: | The Faculty of Administrative and Social Sciences (FCAYS) of the Autonomous University of Baja California (UABC) evaluates their teaching body from the opinion of the student body every semester considering four dimensions (planning, content management, teaching strategies, learning evaluation), for formative and summative purposes. From three areas of knowledge (administrative, social and legal sciences), the quantitative results of this study are presented: descriptive analysis of the evaluated dimensions and inferential analyzes to contrast the hypothesis of independence between the areas of knowledge and the opinion of the students. about the performance of their teachers, through a multiple-choice questionnaire that includes 16 variables applied in the first semester of 2019. In general, the descriptive results show a positive opinion about the planning of the teachers' classes, as well as the mastery of content, although with some significant differences according to the area of knowledge. Social Sciences students believe that their teachers are more inclined to use strategies attached to constructivist psychological theories of teaching and learning, showing a more positive opinion about evaluation strategies. This contrasts significantly with those of Legal Sciences, who believe that their teachers use strategies more identified with the behaviorist paradigm, along with showing a more negative opinion about learning assessment strategies. |
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