La evaluación docente: una mirada desde el ejercicio profesional de los egresados

This investigations collected the opinion of a group of practicing teachers, on the features that showed (the) best (s) teacher (s) they had in their education. In this way, the objective is creating a profile with the characteristics that are considered for the best teacher, that means, the teacher that gave as many tools for the professional formation. Comparing samples of Chile and Argentina. For this purpose, semi-structured interviews were conducted at 40 Chilean teachers, 66 teachers who serve as educators in teacher training courses and 20 professionals from different areas who teach. The results shows there s no different in the response given, considering the aspects of: ages; years of services; gender and type of educations they teach. The most important personal traits are: empathy, closeness with the students, respect, charisma, motivator and high ethical commitment. In other hand, the most important professional traits are: dynamism; discipline; exigency; curriculum management, planning and methodology. Its conclude that the evaluation of the university teaching, based on the look of the professional practice, proposal constitutes a high specific gravity, whose information can be integrated into traditional models existing evaluation in higher education campuses. In the above, we must add the collateral impact would the contributions of graduates, in terms of date and relevant curriculum, the face of an optimal exercise of the profession. Esta investigación recoge las opiniones que tienen un conjunto de profesores en ejercicio, sobre los rasgos que evidenció el(los) mejor(es) docente(s) que tuvieron en su formación académica. En este sentido, el objetivo es generar un perfil con las características del que es considerado el mejor profesor, es decir, aquel docente que entregó la mayor cantidad de herramientas para su formación profesional. Comparando muestras de Chile y Argentina. Para este propósito, se realizaron entrevistas semi estructuradas a 40 profesores chilenos, 66 profesores que ejercen como educadores de carreras de formación docente y a 20 profesionales de diferentes áreas que ejercen la docencia. Los resultados arrojan que no hay diferencias en las respuestas emitidas, considerando los aspectos de: edad; años de servicios; género y tipo de educación en la que ejercen. Los rasgos personales más relevante, son: empatía; cercanía con los estudiantes; respeto; carisma; motivador y gran compromiso ético. Por su parte, los rasgos profesi