Evaluación de Competencias Docentes: una Experiencia en Tres Posgrados en Educación

The current presents advances of an investigation on evaluation of teaching competences in post-graduate studies of three institutions of teaching training. The investigation covers two stages: 1) identification of teaching competences and 2) validation of an instrument for its evaluation. The work of the first stage was sustained by: a) diagnosis of teaching in post-graduate studies, b) theoretical model of evaluation of competences proposed by the Network of Investigating on Teaching Evaluation (RIED) and, c) construction of a proposal for the identification of teaching competences. For the teaching diagnosis a questionnaire was used, by means of which it was characterized to the educative practice and areas of teaching performance were outlined. Two theoretical bases were considered from two models of the RIED are considered. The proposal to identify teaching competences was proven, by a panel of experts, using techniques that lead to the identification and shape of five competences. In the second stage it is constructed and piloted an instrument aimed for the students to evaluate three of the five identified competences: pedagogical interaction, educative communication and learning evaluation. For the instrument's design, the following were considered: evidences of the teaching performance, teaching situation and rubrics were included to set the performance in three levels: expert, with certain experience, and novice. The results of the pilot indicate in the general that significant differences do not exist in the valuations sorted by age groups and seniority; nevertheless, important differences are noticed with respect to schooling levels and the participant institutions Se apresentam avanços de uma investigação sobre avaliação de concorrências docentes nas pós-graduações de três instituições formadoras de docentes. A investigação cobre duas etapas: 1) identificação de concorrências docentes e 2) validação de um instrumento para sua avaliação. O trabalho da primeira etapa se sustentou em: a) diagnóstico de docência nas pós-graduações, b) modelo teórico de avaliação de concorrências proposto pela Rede de Pesquisadores sobre a Avaliação da Docência (ried) e, c) construção de uma proposta para a identificação de concorrências docentes. Para o diagnóstico de docência se empregou um questionário, mediante o qual se caracterizou à prática educativa e se delinearam áreas de desempenho docente. Consideram-se as bases teóricas de dois modelos da ried. A propos