Transition to a new plan What do students think about teaching performance?
The purpose of this work was to evaluate the students' opinion regarding the teaching practice in the two curricula (1976 and 2015), at the time when both plans were in force. The performance evaluation allowed us to assess the impact of the transition process of the most recent curriculum. Thr...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Revista Digital Internacional de Psicología y Ciencia Social |
| Idioma: | español |
| OAI Identifier: | oai:ojs.172.17.0.1:article/425 |
| Acceso en línea: | https://cuved.unam.mx/revistas/index.php/rdpcs/article/view/425 |
| Access Level: | acceso abierto |
| Palabra clave: | teacher performance transition stage curriculum students desempeño docente etapa de transición plan de estudios estudiantado |
| Sumario: | The purpose of this work was to evaluate the students' opinion regarding the teaching practice in the two curricula (1976 and 2015), at the time when both plans were in force. The performance evaluation allowed us to assess the impact of the transition process of the most recent curriculum. Through a non-probabilistic purposive sampling, the Questionnaire of Student Opinion on Teaching Practice (COPDE) in its digital version was applied in three school periods -2018-1; 2018-2 and, 2019-2-. A factorial ANOVA was carried out, the results of which indicate significant interaction effects between the plan and the application of 2018-1 and 2018-2 (Sig. = 0.004) and between the plan and the application of 2018-1 and 2019 (Sig. = 0.001). The findings obtained in this study highlight the impact of the implementation of the 2015 plan on faculty teaching performance. Tensions at that time were concentrated in favorable opinions toward those teachers teaching subjects from the 1976 plan. The interaction analyses indicate that the effect of the plan and implementation on the opinion on performance is shortened as the curriculum is implemented in the institution; always with a favorable tendency towards the original plan. In parallel, the teacher training variable is a substantive and determining factor in the students' opinion. |
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