Evaluación docente y pensamiento sistémico: alianza efectiva para la valoración profesoral a nivel posgrado

Abstract

Knowing what factors determine the effectiveness of the teaching-learning process and what elements underlie the valuation of those involved con-cerning the ideal teacher has been studied and documented in educatio-nal research. From the models focused on quantifying the teaching as a numerical indicator result of measurements on variables of teaching in the classroom (compliance, methodology, control, evaluation, interpersonal relations) to ethnographic research models make up the bibliography aimed at identifying these “effectiveness factors”.As part of this research - hypothesis, objectives, tests, etc., have been im-plemented, developed, refuted or accepted, outlining what the ideal teacher should be, most of them focusing on undergraduate scenarios, sometimes taking for granted explicit extrapolation to graduate levels.The following study is a diagnostic of teacher assessment at the graduate level, using elements of systemic thinking, in order to identify factors for assessing the quality of teaching (and the relationship among them) and to determine their influence on the perception of the student, helping to enrich the state of the art in this poorly studied field of knowledge. To this end the perceptions of graduate students are considered and systemic archetypes are used as components of the system, to contextualize and simulate si-tuations typical of the teaching-learning at this advanced level of training