Open AccessCollaborative work and reflective practice to improve teacher’s performance
Author(s) -
Ricardo Peña-Galeana,
Norma Ivone Peña-Galeana,
Saúl López-Silva
Publication year - 2020
Publication title -
ecorfan
Language(s) - English
Resource type - Journals
ISSN - 2444-3204
DOI - 10.35429/ejs.2020.13.7.7.16
Subject(s) - process (computing) , work (physics) , outcome (game theory) , computer science , knowledge management , reflective practice , mathematics education , medical education , psychology , pedagogy , engineering , medicine , mathematics , mechanical engineering , mathematical economics , operating system
In search of improving the teaching-learning process in higher education, a Teacher's Performance Assessment Model was designed by answering six questions (What for? Who? When? How? Expected problems? Expected outcome?). This model emphasizes collaborative work and reflective practice among teachers, students and managers, and applies performance indexes that are generated using information provided by the management staff and students’ opinion collected by a web system built for it. Finally, management staff and teachers use these indexes to design general and individual strategies to improve teachers’ performance. The proposed Assessment Model is described here, including the assessment process, its advantages and problems, and results obtained during its application in a University in Sothern Mexico.