Análisis del trabajo colaborativo en la evaluación de títulos formativos

Abstract

Educational quality in higher education is decisive in the training of professionals. The comparative evaluation of teacher training qualifications is a tool that makes it posible to know which aspects can be improved and how to do so. This evaluation is contemplated in the ERASMUS+ project “Evaluation of teacher training in Latin America and the Caribbean. Guarantee of the quality of education qualifications (ECALFOR)”. However, for a correct approach to it, the work methodology use diskey. In the ECALFOR project, for the comparative evaluation of compulsory education teacher training qualifications, a collaborative model has been followed between the partners that make up the consortium. Thus, the participation ofall partnersin coordination meetings is facilitated, providing suggestions for decision-making and providing in formation on the irrespective institutions. During its development, advantages and limitations caused by various factors were identified, such as the positive motivation of the partners, the provision of technological resources of information and communication of the institutions, the training of the partners in the same for the development of the activities, the Covid-19 situation, the distance between the institutions, the planning of the curriculum system, or the use of specific university vocabulary with different names depending on the country. ASWOT analysis is presented in which both positive and negative aspects of internal and external origin to the task group are identified. As a result of the experience, it is concluded that collaborative work is a power ful tool to: collect information on training qualifications from higher education institutions that are in various countries, create shared spaces to express concerns and clarify unresolve dissues starting, always, of a previous action plan that is improved with the contributions.