Teaching evaluation practices and the question about the subject
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Keywords
formation, teacher evaluation practices, subjects who learn
Abstract
Teacher evaluation practices have been a problematic issue within educational institutions and academic communities across the globe, these events can be founded in certain basic periods from the point of their historical contextualization; However, the role of the subjects who learn within the evaluation practices with which teachers define their horizons of possibility has also been a subject of reflection. The historical contextualization of the evaluation and its practices shows a myriad of symptoms that raise the problem of research, these symptoms can be well expressed through the following questions: What is the meaning of the evaluation? How does the learner place him/herself within the evaluation? What schools evaluate for? Does everything really have to be evaluated? Does everything that is evaluated improve? Does it really improve?
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Claudia Lineth Ibarguen Córdoba, University of San Buenaventura, Colombia
Candidate for a doctorate in Education from the University of San Buenaventura, a graduate in Basic Education with an emphasis on Humanities, a classroom teacher at the Secretary of Education of Medellín