Evaluación del desempeño docente en la formación virtual: ideas para la configuración de un modelo

Abstract

This article discusses the evaluation of e-learning or b-learning teacher performance, given the significance of such performance both in the overall learning process (specifically in its development and success, and also in the change, transformation and improvement of educational practices), and in the various contexts of virtual education in particular. Based on a bibliography analysis, we approach the conceptualization and characterization of the educational processes in virtual training and its evaluation, and the studies and proposals that enable the identification of the elements and strategies to be considered in the construction of an evaluation model. We understand that it is necessary to propose a model that is structured around the following dimensions: disciplinary knowledge, pedagogical knowledge, technological knowledge and compliance performance, integrating the perspectives of different actors (teacher, students, authorities) and a combination of instruments (questionnaires, self-reports, portfolio, learning results). Analyses will allow the practice of policies on teacher performance evaluation under either blended learning processes or online. At the same time, it will be possible to adopt assessment models that serve for teaching and research practice, considering the views of the different actors: students, teachers, and academic authorities.

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