Resumen

MARTINEZ CHAIREZ, Guadalupe Iván; ESPARZA CHAVEZ, Ana Yocihra  y  GOMEZ CASTILLO, Rosa Isela. Teaching Performance from the Perspective of Professional Practice. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2020, vol.11, n.21, e013.  Epub 09-Mar-2021. ISSN 2007-7467.  https://doi.org/10.23913/ride.v11i21.703.

The present study was developed in the central south region of the state of Chihuahua, in Educational Sector 25, which is made up of five school zones. The research was carried out through a pragmatic paradigm with a mixed approach with correlational sequential exploratory design. This document presents the results of the quantitative phase and the contrast of the two phases of the study, based on the objective of knowing the relationship between the evaluation of teacher performance in their practice and the teacher evaluation through a standardized test. Some of the results are: 2.4 % of the representative sample presented excellent teaching performance, 7.3 % poor teaching performance, and 39 % of teachers observed presented good teaching performance. There is a -0.416 relationship with a significance of less than 0.05 between the years of working in the same school and the teaching performance; there is no association between the degree of studies of the teacher and their teaching performance; it was also found that the correlation between teacher performance in professional practice and teacher performance evaluated through a standardized test is 0.099, but with a significance of 0.686, therefore, in this research it is established that there is no relationship . Therefore, it is concluded that an evaluation of the teaching performance within the classroom is necessary, which reflects a real panorama of the practice of the teaching staff, in addition to providing a feedback to improve the areas of opportunity detected, because an exam does not reflect the contextualized teaching performance to the situations that occur in daily acting.

Palabras llave : teaching performance; teacher evaluation; models of teacher evaluation; reflective practice; standardized test.