Evaluation of the institutional functionality of the teacher training institution from the teaching perspective

Abstract

The objective of this article is to evaluate the institutional functionality of the teacher training institution from the perspective of teachers. This research is quantitative, comparative, retrospective and cross-sectional, with a proportional stratified random sampling procedure. The sample was constituted by 208 teachers of eight teacher training institution of the state of Sonora, Mexico. The results show that the functions related to the generation of research are those that present a lower level of functionality. In contrast, the functions linked to teaching are valued with a high level of functionality. However, the functions related to the institutional and curricular processes for the development of the professional profile are valued with a level of functionality barely enough. Finally, the relevance of the change in the institutional structure to a university model as an innovative factor to raise the functionality of the dimensions related to the generation of scientific knowledge in the teacher training institution is discussed.