Academic Engagement, Academic Achievement, and Teacher Quality According to Gender: A Study with University Students from the Colombian Caribbean

Abstract

There is great interest among Colombian officials to certify the effectiveness of university teachers. Rueda and Luna (2008), among other researchers, noted that the role of teachers in improving the quality of education is particularly important. Therefore, government officials and university administrators look forward to training Colombia' s university students to fulfill professional, investigative, and social service needs according to the National Development Plan. Improving teaching at the national level is a complex problem involving many parties including teachers, students, administrators, and politicians. However, above all, the quality of teachers makes the difference among institutions of higher education (Vain, 1998).There are different models of how to evaluate the quality of university teaching that focus on specific components of instruction. For example, Byrne and Flood (2003) used the Course Experience Questionnaire, an instrument that assesses the perceived quality of teaching, to postulate factors such as clarity and communication skills, among others, as components of excellent teaching. Marsh and Roche (1997) found that students' evaluations of teaching (SETs) are (1) multidimensional; (2) reliable and stable;(3) primarily a function of the instructor who teaches a course rather than the course that is taught; (4) relatively valid against a variety of indicators of effective teaching; (5) relatively unaffected by a variety of variables hypothesized as potential biases (for example, grading leniency, class size, workload, NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 156, Winter 2018

Evaluación docente y desarrollo profesional universitario: Una revisión basada en los participantes, las dimensiones y los métodos

“…En México, Colombia, Chile y Ecuador se presenta también una evaluación a través de cuestionarios con mucho énfasis en supervisar la competencia didáctica en cuanto a planeación, evaluación; la competencia comunicativa con fines de ganar satisfacción del estudiante; la gestión del proceso enseñanza-aprendizaje y su valoración. Todo ello es fruto del tradicional ejercicio de la función docente y asociado a esta la dimensión innovación metodológica que viene teniendo mayor presencia en la literatura más reciente (Donado et al, 2018;Escobar, 2015;González et al, 2016;Luna & Reyes, 2015;Márquez & Madueño, 2016;Serrano et al, 2019). En el contexto latinoamericano se aprecia similitud con España en que el estudiante evalúe la docencia, en general, con fines de supervisión para mejora del aprendizaje del estudiante y la innovación metodológica asociada a procesos formativos del docente.…”