Socioformation and institutional evaluation in Baccalaureate
The purpose of this paper was to analyze, from a socio-formative approach, an institutional evaluation performed by the Council for the Evaluation of Upper Secondary Education. The evaluation assessed the perceptions of the teaching, administrative and management staff of the Agricultural Technologi...
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| 第一著者: | |
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| フォーマット: | Online |
| 言語: | spa |
| 出版事項: |
Universidad Autónoma de Tamaulipas
2021
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| オンライン･アクセス: | https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/202 |
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| 要約: | The purpose of this paper was to analyze, from a socio-formative approach, an institutional evaluation performed by the Council for the Evaluation of Upper Secondary Education. The evaluation assessed the perceptions of the teaching, administrative and management staff of the Agricultural Technological Highschool Center. The design was a concurrent nested or embedded dominant model. There were 22 participants (11 men and 11 women) with teaching, administrative and managerial positions. The instrument used here consisted of 26 items and was developed based on three categories of collaborativework in educational institutions: synergistic performance, performance with metacognition and interaction with assertive communication. It was concluded that there is a predominating positive perception regarding the importance of significant experiences gained through collaborative work and regarding theimpact of PC-SINEMS evaluations on student academic performance. Managerial function, infrastructure and commitment were identified as areas of opportunity in the institutional evaluation. |
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