Abstract

GARDUNO ESTRADA, León R.. Importancia relativa de tres enfoques psicológicos: la validez en la evaluación de profesores. Perfiles educativos [online]. 2002, vol.24, n.96, pp.33-46. ISSN 0185-2698.

The problem of knowing for sure to what extent the students' evaluation only reflect the teacher's actuation within the classroom is a huge debate subject, not only for the academic specialists but also for the ones who have just arrived to the world of teaching. However, one of the aspects that has not been studied yet is the students' perception about how important different approaches to teaching can be. The purpose of this article is to determine the idea that a representative group of students, who belong to different courses in higher education institutions, have about the application in the classroom of three different psychological approaches. In a more precise way, this article aims to determine the relative importance of the humanist, behaviorist and constructivist approach to teaching in the classroom. The results show that there are different perceptions about a range of meaningful aspects between the different approaches. One of the most relevant results is that the students were able to identify the constructivist approach as the most important, followed by the humanist and the behaviorist. The question that remains is to know whether it is necessary to emphasize one particular aspect for each discipline, and this seen with regard to the validity of the assessment scales for teachers.

Keywords : Teaching evaluation; Student's perception; Higher education; Psycological approaches; Humanism; Behaviorism; Constructivism.

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