Los sistemas de evaluación docente y su impacto en el profesorado universitario. Una revisión sistemática

  1. Mula-Falcón, Javier 1
  2. Cruz-González, Cristina 1
  3. Caballero, Katia 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
REDU: Revista de Docencia Universitaria

ISSN: 1696-1412,  1887-4592

Año de publicación: 2021

Volumen: 19

Número: 2

Tipo: Artículo

DOI: 10.4995/REDU.2021.15841 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: REDU: Revista de Docencia Universitaria

Objetivos de desarrollo sostenible

Resumen

En las últimas décadas, la Educación Superior se ha visto sometida a una paulatina, pero progresiva transformación a nivel mundial. La globalización ha impulsado mecanismos de convergencia entre estados para alcanzar estándares comunes en la Educación Superior; entre ellos, aquellos que buscan garantizar la calidad de la docencia universitaria. El objetivo de la presente investigación es analizar los estudios más recientes realizados sobre el impacto que los nuevos sistemas de evaluación docente generan en el profesorado universitario. Para tal fin, se ha desarrollado una revisión sistemática de la literatura en la que se han empleado tres bases de datos diferentes (Wos, Scopus y ERIC). Tras la búsqueda y aplicación de los criterios de inclusión/exclusión se seleccionaron un total de 15 documentos que fueron sometidos tanto a un análisis temático como de sus características. Entre los resultados más destacados, se observa el desarrollo de identidades académicas fragmentadas que impactan en las labores y en el bienestar del profesorado. También, la presencia de opiniones contradictorias sobre la evaluación docente. Asimismo, se mencionan posibles alternativas sobre los sistemas de evaluación docente. Para concluir, se subrayan una serie de futuras líneas de investigación como la consideración de muestras más variadas que permitan comparaciones más detalladas entre diversas variables, el desarrollo de estudios de corte longitudinal, y el fomento de alternativas que busquen la mejora de los actuales sistemas de evaluación.

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Fuente de los datos: Dialnet