Evaluatión del profesorado universitario: enfoque metodológico y algunas aportaciones de la investigatión

Abstract

We have discussed on other occasions that, however paradoxal it may seem, there is no agreement as to what to be a "good teacher" it means. This applies to all educational levels, but it is even more relevant to teaching at a university level, since there is not even a consensus on the aims of university education. Therefore, it comes as no surprise that teaching evaluation remains a problem not devoid of important limitations of a theoretical (diversity of aims and lack of an ideal teacher model) as well as a practical nature (lack of an integral and coherent methodological proposal). In this article we shall review the fundamentals of university teaching evaluation processes, highlighting the most relevant expert contributions and approaching the current methodological proposal (Programa DOCENTIA of the Spanish National Agency of Quality Evaluation and Accreditation, ANECA, adopted by the Spanish universities). © 2009 by Servicio de Publicaciones de la Univeisidad de Navarra.