Teacher Evaluation Models for Online Teaching
DOI:
https://doi.org/10.15359/ree.28-3.18487Keywords:
Evaluation, higher education, online teaching, teaching, systematic review, SDG 4, Quality education, qualified teachersAbstract
Introduction. One of the main problems that is evident in higher education is the lack of innovation within training processes in online contexts, which is why this study carries out a bibliographic review of teacher evaluation models. Objective. The paper aims to know the teacher evaluation models that are used in the online modality in higher education teaching. Analysis. A search was carried out in the WoS, Scopus, Google Scholar and Dialnet databases, considering production included in the period 2010-2021. The research has a qualitative approach since it describes general and specific aspects of the teacher evaluation models worldwide, with an emphasis on Latin America. To reduce the risk of bias, the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement were followed. In addition, the recommendations proposed by Alexander (2020) in the Review of Educational Research were used, where the author designs a methodological guide to carry out systematic reviews in the educational field. Inclusion and exclusion criteria were applied so that the final sample consisted of 22 studies. Results. It was demonstrated that there is little scientific production of teacher evaluation models in online teaching worldwide, which creates a challenge to continue conducting future research on this topic. Conclusions. The evaluation of teaching performance seeks to understand the work of teachers from multiple perspectives, including that of the student body and management staff, which requires a rigorous design, focused on improving training processes by identifying competencies and areas of opportunity.
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