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

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

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dc.contributor.author Mula-Falcón, Javier es_ES
dc.contributor.author Cruz-González, Cristina es_ES
dc.contributor.author Caballero, Katia es_ES
dc.date.accessioned 2022-01-05T11:03:34Z
dc.date.available 2022-01-05T11:03:34Z
dc.date.issued 2021-12-30
dc.identifier.uri http://hdl.handle.net/10251/179305
dc.description.abstract [EN] In recent decades, Higher Education has undergone a gradual but progressive transformation worldwide. Globalisation has promoted convergence mechanisms between states to achieve common standards in Higher Education; among them, those who seek to guarantee the quality of university teaching. The aim of this research is to analyse the most recent studies carried out on the impact that new teaching evaluation systems have on academics. For this purpose, a systematic review of the literature has been developed in which three different databases have been used (Wos, Scopus and ERIC). After searching and applying the inclusion / exclusion criteria, a total of 15 documents were selected. The articles were subjected to a thematic analysis and also of their characteristics. Among the most outstanding results, the development of fragmented academic identities that have an impact on the work and the wellbeing of the academics is detected. Also, the presence of contradictory opinions on teaching evaluation. Likewise, possible alternatives on teaching evaluation systems are mentioned. To conclude, a series of future lines of research are outlined, such as the consideration of more varied samples that allow more detailed comparisons between various variables, the development of longitudinal studies, and the promotion of alternatives to the current systems of evaluation. es_ES
dc.description.abstract [ES] 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. es_ES
dc.description.sponsorship Este estudio se encuadra dentro del proyecto I+D+i: La influencia del neoliberalismo en las identidades académicas y en el nivel de satisfacción profesional (NEOACADEMIC), financiado por la AEI del Ministerio de Ciencia e Innovación en la convocatoria de 2019 (PID2019-105631GA-I00 / AEI / 10.13039/501100011033). También se realiza dentro del programa de Becas de Formación de Profesorado Universitario del Ministerio de Universidades (FPU19/00942). es_ES
dc.language Español es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof REDU. Revista de Docencia Universitaria es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Higher education es_ES
dc.subject University es_ES
dc.subject Academic teaching personnel es_ES
dc.subject Teacher evaluation es_ES
dc.subject Identity es_ES
dc.subject Neoliberalism es_ES
dc.subject Educación superior es_ES
dc.subject Universidad es_ES
dc.subject Personal académico docente es_ES
dc.subject Evaluación del docente es_ES
dc.subject Identidad es_ES
dc.subject Neoliberalismo es_ES
dc.title Los sistemas de evaluación docente y su impacto en el profesorado universitario. Una revisión sistemática es_ES
dc.title.alternative The teaching evaluation systems and its impact on academics. A systematic review es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/redu.2021.15841
dc.relation.projectID info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-105631GA-I00/ES/LA INFLUENCIA DEL NEOLIBERALISMO EN LAS IDENTIDADES ACADEMICAS Y EN LA SATISFACCION PROFESIONAL/ es_ES
dc.relation.projectID info:eu-repo/grantAgreement/MIU//FPU19/00942/ es_ES
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Mula-Falcón, J.; Cruz-González, C.; Caballero, K. (2021). Los sistemas de evaluación docente y su impacto en el profesorado universitario. Una revisión sistemática. REDU. Revista de Docencia Universitaria. 19(2):91-109. https://doi.org/10.4995/redu.2021.15841 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/redu.2021.15841 es_ES
dc.description.upvformatpinicio 91 es_ES
dc.description.upvformatpfin 109 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 19 es_ES
dc.description.issue 2 es_ES
dc.identifier.eissn 1887-4592
dc.relation.pasarela OJS\15841 es_ES
dc.contributor.funder Agencia Estatal de Investigación es_ES
dc.contributor.funder Ministerio de Universidades es_ES
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