Reflexiones críticas de instructores universitarios desde el modelo colaborativo

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Edgar Eduardo Heredia-Arboleda https://orcid.org/0000-0002-4099-9811
Mónica Torres-Cajas https://orcid.org/0000-0002-2099-7245
Danilo Yépez-Oviedo
Adriana Lara-Velarde

Keywords

Reflexiones Críticas, Cultura Evaluativa, POT (Peer Observation of Teaching)

Resumen

Esta investigación tuvo como objetivo reportar las reflexiones críticas de profesionales universitarios generadas a partir del tercer modelo POT de Gosling, a fin de concientizar a las autoridades institucionales y educadores sobre la importancia de consolidar programas POT de forma regular. Este estudio de caso cualitativo se realizó con una muestra de catorce instructores que actualmente trabajan en una Universidad Pública ubicada en la sierra ecuatoriana. Este grupo de profesionales académicos fue dividido en pares, de modo que siete subgrupos fueron el resultado de esta división. Cada subgrupo trabajó en primer lugar en el proceso del modelo colaborativo, que contempló formas de observación; luego, ejecutaron reflexiones críticas; estos datos se recopilaron en ensayos expositivos colaborativos y se resumieron en este manuscrito. Los resultados obtenidos revelan una alta propensión al desarrollo profesional continuo, dicho de otra manera; Existe un deseo considerable por parte de nuestros participantes de cultivar una filosofía de evaluación de la enseñanza de manera continua. En general, este estudio tuvo una repercusión positiva en los involucrados debido a sus reflexiones sustanciales intercambiables.

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