Evaluación de docentes, escalafones salariales e inversión en educación
Artículo de revista
2012-12-30
Corporación Universidad de la Costa
ECONÓMICAS CUC
0120-3932
2382-3860
La búsqueda de calidad en la educación requiere claridad en los procesos formativos, reconocimiento de estímulos y una inversión apropiada. Los docentes necesitan formación y motivación continua para la buena enseñanza, al igual que óptimas condiciones laborales. La evaluación es adecuada si se realiza con propósitos formativos; no se considera aceptable utilizarla para desprestigiar la profesionalidad de los maestros y para congelar los escalafones salariales e impedir el mejoramiento de sus ingresos. Separar la evaluación del desempeño y la evaluación de competencias ha sido una forma de obligar a los docentes a que financien su propia formación, dejando a un lado la responsabilidad del Estado para invertir en el desarrollo profesional. Dos estatutos y dos escalafones salariales rigen la carrera docente, lo cual ha traído un sinnúmero de tensiones entre el autoritarismo gubernamental y el espíritu gremialista. Este artículo es un avance de investigación sobre la evaluación del desempeño docente y su relación con la calidad de la educación y persigue sensibilizar sobre lo que sucede luego de una década de vigencia de la evaluación. The search for quality in education requires clarity in the formative processes, recognition of stimuli and an appropriate investment. Teachers need continuous training and motivation for good teaching, as well as optimal working conditions. The evaluation is adequate if it is carried out for training purposes; it is not considered acceptable to use it to discredit the professionalism of the teachers and to freeze salary scales and prevent the improvement of their income. Separating performance evaluation and competency assessment has been a way of forcing teachers to fund their own training, leaving aside the State's responsibility to invest in professional development. Two statutes and two salary scales govern the teaching career, which has brought an endless number of tensions between governmental authoritarianism and the gremialist spirit. This article is a breakthrough of research on the evaluation of teacher performance and its relationship with the quality of education and seeks to raise awareness about what happens after a decade of validity of the evaluation. Seeking for quality in education requires clarity in the formative processes, incentive recognition and an appropriate investment. Teachers need permanent training and encouragement to provide an adequate teaching, as well as adequate labor conditions. Assessment is
desirable if it is performed with formative purposes, whereas it is not acceptable if used to
discredit teachers’ professionalism or to freeze salary scales, hence forbidding an increase in
their salaries. Separating performance evaluation and competence evaluation has been a way
to force teachers to finance their own training, leaving beside State’s responsibility to invest
in their professional improvement. Two statutes and two salary scales rule teacher’s careers,
provoking endless tensions between governmental authoritarianism and the professional association’s spirit. This article is an advance of the investigation about teacher’s performance
assessment and their relation with education’s quality; therefore, seeking to build awareness
in the audience about what is happening after a decade of this assessment’s in force.
- Revistas Científicas [1682]
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9. Evaluación de docentes, escalafones salariales.pdf
Título: 9. Evaluación de docentes, escalafones salariales.pdf
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Título: 9. Evaluación de docentes, escalafones salariales.pdf
Tamaño: 1.036Mb
PDFLEER EN FLIP