Evaluation Results of Initial Training Teachers Programs in Mexico Based on the Performance of Their Students

Evaluation Results of Initial Training Teachers Programs in Mexico Based on the Performance of Their Students

Edgar Oliver Cardoso (National Polytechnic Institute (IPN), ESCA - ST, Mexico), Jorge Mejía Bricaire (National Polytechnic Institute (IPN), ESCA - ST, Mexico), Fernando Briseño Hurtado (National Polytechnic Institute (IPN), ESCA - ST, Mexico) and Joel García Mendoza (National Polytechnic Institute (IPN), ESCA - ST, Mexico)
DOI: 10.4018/978-1-4666-9929-8.ch019
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Abstract

The study aimed to evaluate the proficiency levels of students of programmes of initial teacher training in the areas of planning, evaluation, use of ICT, didactics, and research competences in institutions of higher education in Mexico. The research approach used was non-experimental because there was not a deliberate manipulation of the variables. This papers was worked with a cross-sectional design. Initial teacher training programs evaluated based on the results of their students (521 subjects in total). For the collection of data was used a questionnaire to assess competencies and get information that would make the diagnosis of initial teacher training programmes. The instrument responded in a single application and it was composed of two sections: Respondents' general data and professional skills: structured under teaching domains of planning, assessment, management, ICT usage and research. Questions were evaluated using a scale of frequency of five degrees the scale used corresponds to a Likert-type.
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Introduction

Currently the development of Nations has become more important as a consequence of the process of economic globalization in which we live, which has established various challenges for global education systems and that each country needed to face such the formation of human capital with quality, efficiency and effectiveness as far as the assessment of educational programs permit to obtain valuable results on the performance of students, teachers, managers as well as the degree of operability of the supporting infrastructure and equipment in order to measure their level of impact, as well as to identify strengths and weaknesses of such program.

Thus, from the perspective of the knowledge economy is emphasized the importance not only of human resources but also the related to the management of the new knowledge, innovation and the development of human capacities as sources of sustainable economic growth so that if the results of an educational program are quality then ensures that its graduates contribute to add value to the economy, to the cultural heritage, as well as preserving the environment and increase their ability to continue grown.

In this sense, economic globalization has led a technological change and openness to a global economy based on knowledge, which has generated the redefinition of competencies that societies must teach and learn. Thus, the education systems of countries have changed the traditional approach by one based on skills, so you are facing a change of paradigm in the various components of their programs of study from the basic level to the postgraduate.

In this way, it has been reoriented that student is the center of learning, with a proactive role, while the role of the teacher has to be a manager of learning; criteria and assessment tools now have to be designed to evaluate the students’ performance, so to achieve it is necessary for teachers to acquire and develop a set of teaching competencies oriented to promote learning outcomes expected in students based on performance standards and thus be able to determine the performance of teacher training programs.

In this regard, UNESCO (2006) established that teachers are one of the most important factors of the educational process where internationally initial training as well as permanent faculty is a component of quality of first-rate in educational systems.

As mentioned by Poggi (2011): Educational reforms will have little or no impact but are accompanied by an acceptable degree of commitment of teachers as key actors in the process and without the skills required to appropriate new proposals (whether involving the approach of new content, methodologies and didactic orientations, resources and materials for teaching, ways of organizing the participation of stakeholders in the institution, etc.).

In this sense, the study conducted by Cardoso, et al. (2014) confirms the relevance of teachers as a key factor in education quality since they are responsible for the generation of human capital that productive and services sector require. Therefore, it is vital that from the initial teachers training is to provide skills related to the opening for learning, as well as the possibility of integrating new teaching tools for their professional performance.

Thus, the relevance of teacher quality as a key factor in the quality of education is focused in three dimensions: to) the economic human capital; b) the citizen formation (cognitive, moral, emotional, creative and social), and c) the development of educational programs. This way, the training and performance of teachers is key not only for the achievement of results in students but also to consolidate not only the school institutions also in own educational system countries.

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