¿Cómo evaluar la colaboración docente? El caso del Sistema Nacional de Reconocimiento Docente en Chile
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Date
2024
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Abstract
Si bien la colaboración docente ha sido ampliamente estudiada e integrada en laspolíticas educativas debido a sus beneficios en la enseñanza y el aprendizaje, existeescasa literatura sobre su inclusión en los modelos de evaluación de desempeño docente.Este artículo aborda la evaluación del trabajo colaborativo en la política de desarrolloprofesional de Chile. Para ello se realizó un estudio cualitativo, de alcance exploratoriodescriptivo, que contempló un análisis documental de archivos públicos, entrevistas aformuladores de la política y entrevistas a dos grupos de docentes destinatarios de lapolítica. Los resultados revelan la heterogeneidad de concepciones sobre trabajocolaborativo en la política y los docentes; la dificultad de reportar la colaboración en laevaluación; el contraste entre la rigurosidad del proceso de corrección y la desconfianzaexpresada por los docentes, además de la percepción de falta de retroalimentación; lastensiones entre los propósitos formativos de la evaluación y sus consecuenciasindividuales en los docentes. Se discuten los desafíos para la política educativa y lainvestigación futura que supone la integración de políticas de evaluación docente ypromoción del trabajo colaborativo.
Although teacher collaboration has been widely studied and integrated into educationalEl encabezado será agregado por el editor de la RedieRevista Electrónica de Investigación Educativa, OnlineFirst / IIDE-UABC 2policies due to its benefits in teaching and learning, there is little literature on its inclusionin systems of teacher evaluation. This article examines the evaluation of collaborativework in the Professional Development Policy of Chile. To this end, a qualitative study wascarried out, with an exploratory-descriptive scope, which included a documentaryanalysis of public archives, interviews with policy makers and interviews with two groupsof teachers targeted by the policy. The results reveal the heterogeneity of conceptionsabout collaborative work in politics and teachers; the difficulty of reporting collaborationin the evaluation; the contrast between the rigor of the correction process and themistrust expressed by teachers, in addition to the perception of lack of feedback; thetensions between the formative purposes of evaluation and its individual consequencesfor teachers. Finally, the challenges for educational policy and future research involvedin the integration of teacher evaluation policies and the promotion of collaborative workare discussed.
Although teacher collaboration has been widely studied and integrated into educationalEl encabezado será agregado por el editor de la RedieRevista Electrónica de Investigación Educativa, OnlineFirst / IIDE-UABC 2policies due to its benefits in teaching and learning, there is little literature on its inclusionin systems of teacher evaluation. This article examines the evaluation of collaborativework in the Professional Development Policy of Chile. To this end, a qualitative study wascarried out, with an exploratory-descriptive scope, which included a documentaryanalysis of public archives, interviews with policy makers and interviews with two groupsof teachers targeted by the policy. The results reveal the heterogeneity of conceptionsabout collaborative work in politics and teachers; the difficulty of reporting collaborationin the evaluation; the contrast between the rigor of the correction process and themistrust expressed by teachers, in addition to the perception of lack of feedback; thetensions between the formative purposes of evaluation and its individual consequencesfor teachers. Finally, the challenges for educational policy and future research involvedin the integration of teacher evaluation policies and the promotion of collaborative workare discussed.
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Keywords
Colaboración docente, Evaluación docente, Política educacional, Teacher collaboration, Teacher evaluation, Educational policy