Escuelas que tienen su propia voz. Experiencias de un proceso de autoevaluación en 30 instituciones educativas

  • Roberto Barrientos Mollo Comunidades de aprendizaje
Palabras clave: autoevaluación escolar, eficacia escolar, rendición de cuentas, mejoramiento escolar, cambio educativo

Resumen

El propósito de la investigación fue obtener una mejor comprensión de los procesos de autoevaluación escolar para lo cual se buscó comprender las vivencias y percepciones de los principales actores involucrados en un proceso de autoevaluación institucional. En este se ofreció la posibilidad de una construcción participativa del modelo de escuela, así como los indicadores e instrumentos de evaluación de la misma. Dicho proceso de autoevaluación tuvo una duración de dos años e involucró a 30 escuelas de diferentes niveles educativos. La información se recabó a partir de una encuesta y revisión documental. Los resultados del estudio mostraron que las personas están abiertas a colaborar y ser parte de procesos de autoevaluación y, además, que es necesaria la figura de un apoyo externo para el desarrollo de capacidades. También se descubrió que el incentivo económico es un elemento que puede contribuir para la adopción inicial; sin embargo, se corre el riesgo de generar dependencia de dicha motivación extrínseca.

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Publicado
05-12-2018
Cómo citar
Barrientos Mollo, R. (2018). Escuelas que tienen su propia voz. Experiencias de un proceso de autoevaluación en 30 instituciones educativas. Revista EDUCA UMCH, (12), pág. 113-152. https://doi.org/10.35756/educaumch.v0i12.82
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