Comparación de dos métodos de evaluación de las autorreflexiones del profesor sobre su práctica docente

  1. Rafael Sánchez Domingo
  2. Victoria Ramos Barbero
FECIES 2013: X Foro Internacional sobre Evaluación de la Calidad de la Investigación y de la Educación Superior
  1. María Teresa Ramiro Sánchez (coord.)
  2. Tamara Ramiro Sánchez (coord.)
  3. María Paz Bermúdez Sánchez (coord.)

Publisher: Asociación Española de Psicología Conductual AEPC

ISBN: 978-84-697-0237-6

Year of publication: 2014

Pages: 147-151

Congress: Foro sobre la Evaluación de la Calidad de la Educación Superior y de la Investigación (10. 2013. Granada)

Type: Conference paper


The aim of this study is to compare two approaches to evaluation of teaching practice specifically, regarding the reflections‘ section that the evaluated lecturer has to work out in relation to their own teaching. We describe the advantages and disadvantages of both models from the point of view of an evaluator. The first teacher evaluation model used at the University of Burgos was established in the course 2008/2009 and has remained operational until the course 2011/2012. This first model settled 15 items in the Reflection contents block. The main advantage of this model is that it forces the evaluated teacher to reflecting on multiple dimensions of their teaching. The main disadvantage is the excessive information that the evaluator had to process. This information was not always consistent with other data entered into the model for evaluating the virtual application used by the University of Burgos. The second model implemented during the course 2012/2013 assesses 7 items regarding teacher reflections. This model improves the previous model because it is more focused on improving teacher performance.