Review of international studies on evaluation and university teaching methodologies
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Abstract
In recent years, various successful strategies have been tried, from the context of the university itself, as well as from other international contexts. These empirical backgrounds, supported by impressionistic data or validated with international evidence, justify the formalization of a university teaching research and innovation program focused on the generic competences of critical reading LC and textual construction CT. For this, it seems pertinent to analyze this background. In addition, three types of international debates and very present in Colombia, introduce a great complexity to the field, lacking evidence empirical contrasted and validated for decision making. On the one hand, on the progress and perspectives of the evaluation (Tamayo et al., 2018); secondly, the limits and problems that arise with the competency model (Barnet, 2001, Díaz-Flórez, 2018) in both cases, with
many debates and reflections on the prioritization of quality on evaluation systems or on the construction of competition (Ravitch, 2013), especially when addressing the issue of initial teacher education (preservice teachers, García-Martín and García-Sánchez, 2017) in Colombia (Arias-Gómez et al., 2018). And finally, the classic debate of the active teaching of Dewey, the significant learning of Ausubel, the learning by discovery of Bruner, or the great development of the socio-historical cultural approach of Vygotsky and his pedagogy from the ZPD and that is specified in models complete teaching and learning careers as follows the learning based on ABP problems (Fernández et al., 2006; García, 2002); This issue is reflected in the report on higher education in Colombia of the OECD (2016). “Competitive Research Project CONV-ÍNDEX No. 13-2018, Project Code INV. 150-01-007-13 Universidad de la Costa (Colombia) – Universidad de León (Spain). Evaluated by the ACAC (MEN Colombia) “
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