Didactic performance of the teachers of the Península of Santa Elena State University. results of a coevaluation experience

Abstract

The exercise of academic and research under the broadest freedom without any imposition or religious, political, partisan or other restrictions it is recognized in the Constitution of Ecuador and other regulations that establish the rights and obligations of teachers. The fact that there is academic freedom in the country is not incompatible with the idea that in the classes are observed universities principles and methodological procedures that consider different trends and theories related to learning like as Constructivism (Ausubel, Novak, Hanesian, 1978), the theory of social determination of mental development (Vygotsky, 1978), the theory of complexity (Morin, 1999), Connectivism (Siemens, 2004), critical pedagogy (Freire, Faundez, 2010), training in skills (Posada, 2011), among others. Also related to the formation of values, which must be addressed within the teaching process. This paper aims to analyze the successes and failures of teachers of the UPSE, from processing of the instruments used for peer review in an academic period. Peer assessment forms applied to all teachers evaluated from a frequency analysis on each item studied are discussed. The results allow some design methodological actions based on the Iceberg Model (De Miguel, 2005) and the authors already mentioned, at the institutional level to better target the training of teachers in the job itself. It is concluded that the main problems relate to the encouragement of research and reading and to the need to depose emphasis on interactive learning and appropriate use of the media.