LA ALINEACIÓN DE LA PRÁCTICA CON LA POLÍTICA INVESTIGATIVA COMO VÍA DE CAMBIO CULTURAL PARA RECONOCER Y POTENCIAR LA ENSEÑANZA EN LAS UNIVERSIDADES

  • René Basantes Avalos Universidad Nacional de Chimborazo
  • Alexander Vinueza Jara Universidad Nacional de Chimborazo
  • Samantha Basantes Silva
  • Jhonny Coronel Sanchez Universidad Nacional de Chimborazo
  • Eduardo Davalos Universidad Nacional de Chimborazo

Resumen

Los recientes métodos para mejorar la educación de pregrado dentro de las disciplinas CTIM (ciencia, tecnología, ingeniería y matemáticas) se ven actualmente obstaculizados por los métodos utilizados para evaluar la efectividad de la enseñanza. Los miembros de facultad en las universidades son comúnmente evaluados y promovidos principalmente sobre la base del éxito de la investigación. Para mejorar la calidad de la enseñanza de pregrado en todas las disciplinas, no solo en los campos CTIM, requiere crear un entorno en el que la mejora continua de la enseñanza se valora, se evalúa y además se recompensa en varias etapas de la carrera de un miembro de una facultad. Esto requiere una aplicación consistente de políticas que reflejan las mejores prácticas bien establecidas para evaluar la enseñanza a nivel de departamento, y de forma general la universidad. La evidencia muestra que la mayoría de las prácticas de evaluación de la enseñanza no reflejan las políticas establecidas, incluso cuando las políticas específicamente se defienden como un valor, por lo tanto, la alineación de la práctica con la política es una barrera importante para establecer una cultura. En la que se valora a la enseñanza. Situado en el contexto de los esfuerzos nacionales actuales para mejorar la educación CTIM de pregrado, incluida la Iniciativa de Educación CTIM de pregrado de la Asociación de Universidades, este estudio discute cuatro principios rectores para alinear practicar con las prioridades establecidas en las políticas formales: 1) mejorar el papel de los decanos ; 2) utilizar eficazmente el proceso de contratación; 3) mejorar la comunicación; y 4) mejorar el comprensión de la enseñanza como actividad académica. Los elementos dados proporcionan criterios flexibles para evaluar y mejorar de manera integral la calidad de la enseñanza en instituciones de la educación superior moderna


PALABRAS CLAVE: evaluación del aprendizaje; universidades; modelos educativos.


ALIGNMENT OF PRACTICE WITH RESEARCH POLICY AS A WAY OF CULTURAL CHANGE TO RECOGNIZE AND STRENGTHEN TEACHING IN UNIVERSITIES


ABSTRACT


Recent calls for improvement in undergraduate education within CTIM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only CTIM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member’s career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate CTIM education, including the Association of American Universities Undergraduate CTIM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. These provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education.


KEYWORDS: evaluation of learning; universities; educational models.

Biografía del autor

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Profesor. Universidad Nacional de Chimborazo. Riobamba. Ecuador.

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Profesor. Universidad Nacional de Chimborazo. Riobamba. Ecuador.

Samantha Basantes Silva

Licenciada Multilingüe en Negocios y Relaciones Internacionales. Ecuador.

##submission.authorWithAffiliation##

Profesor. Universidad Nacional de Chimborazo. Riobamba. Ecuador.

##submission.authorWithAffiliation##

Profesor. Universidad Nacional de Chimborazo. Riobamba. Ecuador.

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Publicado
2020-02-24
Sección
Artículos