Competence, preparation, and relaxation: Contributing factors to EFL student teachers' self-efficacy and teaching performance in microteaching training.

Microteaching is called "micro" teaching because it involves teaching a short lesson to a small group of people in a simulated classroom setting, with the goal of improving specific teaching skills or behaviors. Microteaching training represents a significant approach for enhancing the teaching competencies of student teachers. However, there is a scarcity of studies that examine the factors contributing to the self-efficacy and teaching performance of student teachers, both of which are central concerns in microteaching training programs. This study addresses this gap by synthesizing five contributing factors from existing literature, collecting survey responses from 272 English-as-a-foreign-language (EFL) student teachers, and employing structural equation modeling (SEM) to analyze the relationships between these factors. The four hypotheses that were rejected yielded unexpected results, indicating negative relationships between participants' teaching experience and EFL speaking competence with their lesson-delivery competence, as well as a negative relationship between lesson-delivery competence and self-efficacy. Interestingly, public speaking anxiety was found to have no statistically significant impact on EFL student teachers' self-efficacy. This study establishes a theoretical framework that can assist decision-makers in enhancing facilitators and overcoming barriers in microteaching training programs. This framework can also be adapted for use in other academic studies.

Influence of kindergarten principals' contingent rewards on teachers' creative teaching performance: Testing a moderated-mediated model.

BACKGROUND: Although research has increased the current understanding of creative teaching, evidence on the factors that influence this behavior and the underlying mechanisms remains limited. OBJECTIVE: This study, grounded in conservation of resources theory, proposed and empirically examined the relation between contingent reward leadership (CRL) among Chinese kindergarten principals and teachers' creative teaching performance (CTP). In addition, the study assessed the mediating effect of organizational innovation support (OIS), bureaucratic organizational culture (BOC), and innovative organizational culture (IOC), as well as the moderating effect of ideological psychological contracts (IPCs), to provide robust insights into how CRL can motivate kindergarten teachers' CTP. METHODS: A total of 518 kindergarten teachers aged 20-55 years participated in the study. Structural equation model analysis was conducted to examine the multiple mediating effects of OIS, BOC, and IOC, as well as the moderating effect of IPC in the relation between CRL and CTP. RESULTS: OIS served as a mediator in the relation between CRL and CTP. OIS and BOC played a chain mediating role in the relation between CRL and CTP. OIS and BOC played a chain mediating role in the relation between CRL and CTP. Additionally, IPC positively moderated the indirect relation of CRL on CTP via OIS. CONCLUSIONS: Kindergarten principals should pay attention to the positive impact of leadership style and organizational culture on teachers' innovative behavior. Moreover, prioritizing the improvement of IPCs would benefit the development of innovative behavior.

Public commentary on teacher quality: an analysis of media comment on the teaching performance assessment.

In Australia, the Teaching Performance Assessment (TPA) is a relatively new, mandatory hurdle which must be completed just prior to the graduation stage of initial teacher education (ITE) programmes. This high-stakes task is one of a growing number of requirements to come out of the standards and accountability regime as outlined in the Australian Institute for Teaching and School Leadership (AITSL) document for accreditation for ITE programmes. We delve into the public commentary about the broader commission of preservice and graduate teacher quality in general and the TPA in particular. We draw on Bernstein's pedagogic identities and deductively apply this theory to explore this phenomenon. We use a data set of publicly available legacy media and social media tweets made over a ten-month period from August 2019 to May 2020 to reveal the focus, inherent bias and pedagogic identities promoted by these public discourses. The paper concludes with discussion about the implications of these drivers on the public perception of quality in ITE and on the status of teaching more broadly.

Perceptions and Expectations of Academic Staff in Bucharest towards the COVID-19 Pandemic Impact on Dental Education.

Dental education was severely challenged by the COVID-19 pandemic worldwide. The evaluation of the viewpoint of the dental teachers of the Faculty of Dentistry at "Carol Davila" University of Medicine and Pharmacy in Bucharest, Romania, on these exceptional circumstances' consequences was the objective of this paper. A cross-sectional study was conducted in April 2022, on the academic staff who reported their perceptions of the emotional and educational impact of the pandemic by completing a Google Forms questionnaire. Although a significant emotional impact of the pandemic was reported by over a third of the participants (31.2%), most of them being teachers of fifth-year dental students (p = 0.019), the perceived stress had an impact on the teaching performance in few of them (14%), the quality of sleep remaining unaffected in most of them (53.7%), whereas the level of anxiety was low (57%). An educational impact regarding the techno difficulties during the online transition was mentioned by few respondents (16.1%), with male teaching staff facing the fewest problems (p = 0.024), as well as low levels of difficulties in transmitting academic information (11.9), with men also being the most unaffected (p = 0.006). More than half of the participants (59.1%) rather see digital and/or virtual education during the pandemic as having adverse effects on the educational system, the most sceptical being teachers of the fifth (p = 0.001) and sixth years (p = 0.001). The COVID-19 pandemic affected the academic staff of the Faculty of Dentistry at "Carol Davila" University of Medicine and Pharmacy in Bucharest, Romania, not only at a personal level but also at a professional, pedagogical one, due to the introduction of the online teaching system followed by the hybrid one. Age group, gender, and teaching year differentiated the degree of emotional and educational impairment.

Impact of COVID-19 pandemic on academic performance and work-life balance of women academicians.

This paper explores the academic experiences of women academicians in India during the COVID-19 pandemic. Data was collected through online questionnaires from 87 women faculty members teaching in colleges and universities. Findings indicate that increased household work of women due to the pandemic and resulting lockdown has amplified their effort in executing their teaching and examination related duties, but they have ensured that their remote teaching performance has largely remained unaffected. However, the pandemic seems to have had adverse effects on research of women faculty that is likely to impinge on their future prospects of career advancement. Managing the increased demands of teaching and household work and maintaining work-life balance has been stressful for them.

Implementing Faculty Development Programs in Medical Education Utilizing Kirkpatrick's Model.

Since the 1970s, the definition of faculty development has evolved from improving teaching skills and classroom performance to a full range of activities involving teaching, leadership, mentorship of students, and impacting institutional culture. Unfortunately, in many educational programs, the focus of faculty development is still on classroom performance and research activities. This is troubling given the increased competitive nature of higher education in general, and even medical education, to attract the best students. The purpose of this article is to demonstrate how the Kirkpatrick model can be used as a framework for the development, implementation, and management of a comprehensive faculty development program. An important gap exists within the academic literature regarding a lack of discussion and analysis about how faculty development can be implemented in a way that helps healthcare faculty improve their skills in all areas of academic performance. At the same time, there is a lack of discussion and analysis about the need for medical schools to align faculty development with larger institutional goals and outcomes. The discussion included in this article serves to begin the process of filling that gap within the academic literature by demonstrating that the Kirkpatrick model can be used to implement and manage faculty development programs in which there is an institutional focus rather than an individual focus. By focusing on faculty development that is aligned with larger institutional goals, medical schools can be more competitive and better serve the future healthcare professionals they are training.

Core Competencies for Maritime Business Educators in the Digital Era.

In light of digitalization, the objectives of this study are to (1) identify the emerging, core competencies of maritime business educators (MBE) and (2) examine their effects on perceived teaching performance. A systematic review of the contemporary literature was first performed to build a competency framework. Subsequently, an online survey was administered to 196 faculty members of the top 10 leading maritime universities as identified from the Worldwide Maritime School Rankings produced by Hong Kong Polytechnic University. The collected data were analyzed using Exploratory Factor Analysis to extract the main competencies of MBE. The results uncovered five key competencies from 22 sub-competencies. Thereafter, Hierarchical Regression Modeling was used to examine the effects of the key competencies on perceived teaching performance. After controlling for teaching experience and job position, it was found that the five competency requirements, in descending order of their importance, have significant positive effects on teaching performance: Pedagogy, Maritime, Interpersonal, Business and Digital. Academically, this study consolidates the literature and identifies the emerging core competencies that are expected from MBE in the digital era. The study also implicates education policy formulation, offering directions for institutions to allocate their resources, develop suitable training and assessment programs, and facilitate benchmarking.

Teacher's Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher's Self-Efficacy.

Educational institutions need to respond to global competitive problems, and branding has become a method for higher education institutions to differentiate themselves. Thus, this study attempted to investigate predictors of employee brand-based equity. A cross-sectional research design has been used to record the perception of the teachers, and data are collected using a convenience sampling technique. Before administrating the study on large scale, a pilot testing was conducted, and reliability of the scale and their items was ensured. Pilot testing results indicated a satisfactory reliability level, and constructs correlations were in the assumed directions, which allowed to conduct the study on a large scale. A sample size of 400 was set, and questionnaires were distributed among the participants, out of which, 376 were received back, while 351 were left at the end after discarding incomplete responses. The left over and completed questionnaires indicate 88% response rate. Data have been analyzed through the Smart PLS software by applying the structural equation modeling technique. After establishment of the measurement model through reliability and validity, the structural model was used to test study hypotheses. All the study hypotheses were found statistically significant on the basis of t and p statistics. Results indicate that teacher's emotional intelligence enhances teachers' self-efficacy, which further improves their brand-based equity. Similarly, emotional intelligence increases teacher's performance, which also increases their brand-based equity. Limitations and future directions of the study are also reported.

Influence of EFL Teachers' Self-Assessment on Their Self-Regulation and Self-Efficacy.

This review aimed at investigating the related studies on English as a foreign language (EFL) teachers' self-assessment and its role in their self-efficacy and self-regulation. Earlier investigations have proved that teacher self-assessment was significantly correlated with self-regulation. Moreover, studies showed that self-assessment and self-regulation enabled teachers to consider their teaching effectiveness, and they were important components of formative assessment. Earlier studies showed that self-assessment raised learner awareness and increased self-efficacy significantly through the improvement of mastery experiences. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of teacher self-assessment, self-regulation, and self-efficacy in educational contexts.

Educação física escolar em unidades prisionais: elementos para se pensar sobre a educação "por entre as grades" / School physical education in prison units: elements to think about education "through the grates" / Educación física escolar en unidades prisioneras: elementos para pensar sobre la educación "a través de las rejillas"

O objetivo do estudo foi identificar e analisar aspectos que caracterizam as aulas de Educação Física em unidades prisionais da Região dos Inconfidentes, MG. Para tal, foi realizada uma pesquisa qualitativa, a partir da entrevista semiestruturada com professores licenciados em Educação Física atuantes em escolas prisionais. Foi identificado que, devido às regras impostas pelas unidades prisionais, as aulas passam por adaptações e acontecem em salas de aula, com a proibição e/ou restrição do uso de materiais pedagógicos e de determinadas metodologias de ensino. Segundo os participantes, acresce a quase ausência dos movimentos corporais, o que acaba por subverter a lógica e os preceitos da Educação Física escolar, alicerçadas no conceito de Cultura Corporal de Movimento e nos objetivos definidos pelos documentos legais (AU).

The aim of the study was to identify and analyze aspects that characterize Physical Education classes in prison units in the Inconfidentes Region, MG. To this end, a qualitative research was carried out, based on a semi-structured interview with teachers licensed in Physical Education working in prison schools. It was identified that, due to the rules imposed by the prison units, classes undergo adaptations and take place in clas-srooms, with the prohibition and / or restriction of the use of teaching materials and certain teaching methodologies. According to the partici-pants, there is an almost absence of body movements, which ends up subverting the logic and precepts of school Physical Education, based on the concept of Body Culture of Movement and objectives defined by legal documents (AU).

El objetivo del estudio fue identificar y analizar aspectos que caracterizan las clases de Educación Física en unidades penitenciarias de la Región de los Inconfidentes, MG. Para ello, se llevó a cabo una investi-gación cualitativa, basada en una entrevista semiestructurada a profeso-res titulados en Educación Física que laboran en escuelas penitenciarias. Se identificó que, debido a las normas impuestas por las unidades peni-tenciarias, las clases sufren adaptaciones y se desarrollan en las aulas, con la prohibición y / o restricción del uso de materiales didácticos y determinadas metodologías de enseñanza. Según los participantes, hay una casi ausencia de movimientos corporales, lo que acaba subvirtiendo la lógica y los preceptos de la Educación Física escolar, basada en el con-cepto de Cultura Corporal del Movimiento y objetivos definidos por los documentos legales (AU).

Criteria for Teaching Performance in Psychology: Invariance According to Age, Sex, and Academic Stage of Peruvian Students.

The use of scales to assess the performance of professors from the students' standpoint is a generalized practice in higher education systems worldwide. The purpose of this study is to analyze the factorial structure and measure the invariance of the Scale of Teaching Performance of the Psychology Professor (EDDPsic) among groups according to gender, age, and academic stage. The sample of participants was composed of 316 Psychology students from the fourth and sixth semesters (basic cycles), and from the eighth and tenth semesters (disciplinary-professional cycles) of two renowned public universities in Lima, Peru. Two hundred and thirty-one participants were women (73%), and the mean age of students was 21.5 years old (SD = 2.37). The measurement invariance of the scale in the three study variables was underpinned by a multigroup confirmatory factor analysis (MGCFA) conducted using a five-factor model that showed the best fitness indices. It is concluded that significant differences in measuring teaching performance areas of the professor depend on the students' age difference and on their academic stage (to attend the disciplinary-professional cycles).

Factores psicosociales y desempeño docente en un instituto superior tecnológico en Quito, Ecuador / Psychosocial factors and teaching performance at a higher technological institute in Quito, Ecuador

RESUMEN Introducción: los riesgos psicosociales afectan física y mentalmente a los trabajadores. Las condiciones laborales de docentes universitarios implican responsabilidades académicas y administrativas, exponiéndolos a altos niveles de riesgo psicosocial. Objetivo: el objetivo del estudio fue determinar la relación de los factores psicosociales en el desempeño docente, en un instituto superior tecnológico en Quito, Ecuador. Materiales y métodos: se realizó un estudio cuantitativo, observacional, transversal, prospectivo y analítico en una población de 89 docentes. Se aplicó, por su alta confiabilidad, la encuesta de Factores de Riesgo Psicosociales de Silva, para evaluar los factores de riesgo en el trabajo académico. El desempeño docente se midió según la escala de calificación del Ministerio del Trabajo de Ecuador. Se calcularon inferencias y asociaciones a través de la prueba de Chi cuadrado y el odds ratio. Resultados: hubo un 47,2 % del género femenino y un 52,8 % del masculino. Predominó el grupo etario de 31 a 40 años. Entre los factores de riesgo psicosocial predominó el parámetro de exigencias laborales. El 75,3 % presentó riesgo psicosocial medio, no reflejado con el desempeño docente. Conclusiones: se constató la presencia de factores de riesgo psicosociales en los docentes, relacionados con la carga de trabajo, contenido y características de las tareas, entre otros aspectos. Se comprobó que el desempeño docente no se afectó por la presencia de factores de riesgo psicosociales (AU).

ABSTRACT Introduction: psychosocial risks physically and mentally affect workers. The working conditions of university teachers involve academic and administrative responsibilities, exposing them to high levels of psychosocial risk. Objective: the objective of the study was to determine the relationship of psychosocial factors in teaching performance at a higher technological institute in Quito, Ecuador. Materials and methods: a quantitative, observational, transversal, prospective and analytical study was conducted in a population of 89 teachers. Because of its high reliability, the Silva Psychosocial Risk Factors survey was applied to assess risk factors in academic work. The teaching performance was measured according to the rating scale of the Ministry of Labor of Ecuador. Inferences and associations were calculated through the Chi squared test and the odds ratio. Results: 47.2 % of the teachers were women and 52.8 % were men. The 31-40 years old age-group predominated. Among the psychosocial risk factors, the parameters of work requirements predominated. 75.3 % showed average psychosocial risk, not reflected with teaching performance. Conclusions: It was stated the existence of psychosocial risk factors in teachers, related to the workload, content and characteristics of the task, among other aspects. We found that teaching performance was not affected by the presence of psychosocial risk factors (AU).

Gendered Differences in Teaching Performance Evaluations of Obstetrics and Gynecology Residents.

OBJECTIVE: Teaching performance evaluations are commonly used for career development and advancement. Due to possible gendered expectations, implicit or explicit bias may emerge in evaluations completed by learners. This study investigated how third-year medical students evaluated teaching performance of obstetrics and gynecology resident physicians based on resident gender. SETTING: This study was conducted at the Medical College of Wisconsin in Milwaukee, Wisconsin. DESIGN: This retrospective mixed methods study examined teaching performance evaluations of obstetrics and gynecology resident physicians from 2010 to 2018, completed by third-year medical students. A two-sample, two-sided t-test was used to compare numerical scores. Deductive content analysis of written comments focused on specific categories: positive or negative agentic or communal demeanors and characteristics, teaching skills, character and professionalism, leadership abilities, clinical skills and knowledge, and frequency of words and phrases used to describe residents. SETTING: This study was conducted at the Medical College of Wisconsin in Milwaukee, Wisconsin. RESULTS: Of 83 residents (71 females, 12 males), there was no statistical significance in the teaching performance evaluation scores between male and female residents (n = 10,753 total completed evaluations). Female residents had lower scores than male residents; males tended not to score below 4 (5-point response scale; 5 = outstanding). Of 3,813 written comments, male residents had more positive comments, with statistical significance in communal characteristics (71.4% male, 53.9% female, p = 0.01). Female residents received more negative comments, with statistical significance in communal characteristics (7.5% female, 2.8% male, p = 0.01). Frequency of words presented that male residents had more "standout" traits ("outstanding," "excellent," "exemplary"), "ability" terms ("intelligent," "bright," "talented," "smart"), and were often considered "fun," "funny," and "humorous." Female residents were described by "compassion" terms ("kind," "compassionate"). CONCLUSION: Student-completed teaching performance evaluations are a valuable assessment of teaching skills and influence department recognition, award distribution, fellowship and employment opportunities. This study found that medical students did evaluate female residents differently than male residents. Understanding gendered expectations may assist in findings ways to address discrepancies between male and female physician evaluations.

Application of multi-source feedback evaluation mechanism in nursing clinical practice evaluation system / 中华医学教育探索杂志

Scientific and reasonable assessment of clinical practice is one of the core indicators of teaching quality evaluation. This paper reviews the application prospect of multi-source feedback evaluation in clinical practice, discusses the basic elements and processes, existing problems and solutions of the evaluation system. Moreover, the application exploration of multi-source feedback evaluation in clinical practice of interns was analyzed as a typical case. We wish it is helpful to promote the establishment of multi-source feedback evaluation mechanism in clinical practice teaching and provide a guarantee for the cultivation of excellent medical talents.

Variability of residents' ratings of faculty's teaching performance measured by five- and seven-point response scales.

BACKGROUND: Medical faculty's teaching performance is often measured using residents' feedback, collected by questionnaires. Researchers extensively studied the psychometric qualities of resulting ratings. However, these studies rarely consider the number of response categories and its consequences for residents' ratings of faculty's teaching performance. We compared the variability of residents' ratings measured by five- and seven-point response scales. METHODS: This retrospective study used teaching performance data from Dutch anaesthesiology residency training programs. Questionnaires with five- and seven-point response scales from the extensively studied System for Evaluation of Teaching Qualities (SETQ) collected the ratings. We inspected ratings' variability by comparing standard deviations, interquartile ranges, and frequency (percentage) distributions. Relevant statistical tests were used to test differences in frequency distributions and teaching performance scores. RESULTS: We examined 3379 residents' ratings and 480 aggregated faculty scores. Residents used the additional response categories provided by the seven-point scale - especially those differentiating between positive performances. Residents' ratings and aggregated faculty scores showed a more even distribution on the seven-point scale compared to the five-point scale. Also, the seven-point scale showed a smaller ceiling effect. After rescaling, the mean scores and (most) standard deviations of ratings from both scales were comparable. CONCLUSIONS: Ratings from the seven-point scale were more evenly distributed and could potentially yield more nuanced, specific and user-friendly feedback. Still, both scales measured (almost) similar teaching performance outcomes. In teaching performance practice, residents and faculty members should discuss whether response scales fit their preferences and goals.

Desempeño docente en el posgrado, de los profesores de pediatría. Facultad Salvador Allende. Enero-julio 2016 / Teaching performance of the professors of pediatrics in postgraduate education in "Salvador Allende" Faculty. January-July 2016

Introducción: El desempeño docente es el comportamiento del profesor durante la conducción del proceso formativo, con un carácter consciente e individual que demuestra su desarrollo personal, profesional y social. La caracterización del desempeño permite identificar los problemas y potencialidades para desarrollar actividades que propicien su mejoramiento. Objetivo: Caracterizar el desempeño docente en la formación académica de posgrado, de los profesores de pediatría de la Facultad de Ciencias Médicas "Salvador Allende" en el período de enero-julio de 2016. Material y métodos: La muestra estuvo constituida por 21 de 32 profesores, dos directivos y 7 de 13 residentes. La caracterización del desempeño docente se realizó a partir del proceso de parametrización. Se estableció como variable fundamental el desempeño docente con enfoque de competencias con cinco dimensiones, 16 subdimensiones y 55 indicadores. Las indagaciones empíricas fueron entrevistas, encuestas, observación del desempeño y revisiones documentales. Se utilizó la estadística descriptiva y la moda como medida de tendencia central. Resultados: La triangulación metodológica permitió identificar como problemas: insuficiente planificación del trabajo autónomo, deficiente aprovechamiento de las TICs y el idioma extranjero, limitada producción científica, insuficiente superación profesional y autosuperación en la especialidad y la educación médica. Como potencialidades se identificaron: el trabajo educativo del profesor, dedicación demostrada y contribución a la formación de los residentes como ciudadanos y profesionales. Conclusiones: La caracterización del desempeño docente de los profesores en la formación académica de posgrado identificó problemas en las dimensiones de Trabajo Metodológico, Trabajo de Investigación e innovación y en la Superación. En desarrollo se encuentra el Trabajo Docente educativo y como potencialidad el Trabajo Político Ideológico(AU)

Introduction: Teaching performance is the behavior of the professor during the teaching process with a conscious and individual character, which demonstrates the professional, personal, and social development of this specialist. The characterization of performance allows to identify the problems and potentialities in order to develop activities that favor their improvement. Objective: To characterize the teaching performance of the Professors of Pediatrics in Postgraduate Education in Salvador Allende Medical Faculty from January to July 2016. Material and methods: The research sample consisted of 21 of 32 professors, 2 directors, and 7 of 13 residents. Characterization of teaching performance started with the parametrization process. Teaching performance focused on competence was selected as the main variable. Five dimensions, 16 subdimensions, and 55 indicators were defined. Empirical inquiries consisted of interviews, surveys, performance observation, and document reviews. Descriptive statistics and the mode were used as the measures of central tendency. Results: Methodological triangulation allowed to identify the following problems: insufficient planning of the autonomous work; deficient use of the information and communication technologies (ICTs) and foreign language; limited scientific production; insufficient professional and self-improvement in the specialty and in medical education. The following potentialities were identified: educational work carried out by the professors, proven dedication; and contribution to the formation of residents as citizens and professionals. Conclusions: The characterization of the teaching performance of the professors in postgraduate education allowed to identify problems in the following dimensions: methodological work, research and innovation work, and professional improvement. The teaching-learning process is being developed and the political-ideological work is considered a potentiality(AU)

Evaluación del desempeño de los docentes de la asignatura Histología y Embriología / Assessment of the teacher's performance in the subject Histology and Embryology

Introducción: El éxito académico de la educación universitaria depende en gran medida de la calidad del desempeño de sus docentes. Para lograr un buen desempeño docente se requiere una formación profesional especializada y sistemática. Objetivo: Evaluar el desempeño del docente desde la percepción de los estudiantes. Métodos: El instrumento utilizado fue el cuestionario de opinión del estudiante sobre la docencia, compuesto por 40 reactivos, repartidos en nueve dimensiones. Se evaluaron 160 cuestionarios, donde los análisis estadísticos permitieron la obtención de porcentajes, medidas de tendencia central y de variabilidad, comparación de muestras y de análisis factorial, los análisis estadísticos se llevaron a cabo mediante el programa SPSS, versión 21.Resultados: Se presentó los resultados de la aplicación del Cuestionario de Opinión del Estudiante sobre la Docencia, en la asignatura Histología y Embriología de la Escuela de Medicina de la Facultad de Ciencias de la Salud, Universidad de Carabobo. Conclusiones: Con los datos obtenidos tenemos que la asignatura Histología y Embriología presenta un cuerpo docente que exhibe un alto desempeño en sus actividades relacionadas con el proceso de enseñanza-prendizaje(AU)

Introduction: Academic success in university education largely depends on the quality of the teacher's performance. To achieve good teaching performance specialized and systematic professional training is required. Objective: To evaluate the teacher's performance based on the student's perception. Methods: The instrument used was the questionnaire of the student's opinion about teaching, made up by 40 items, divided into nine dimensions. A total of 160 questionnaires were evaluated, in which statistical analysis allowed obtaining percentages, measures of central tendency and variability, comparison of samples and factorial analysis. The statistical analyzes were carried out through the SPSS program, version 21. Results: The results of the application of the Student's Opinion Questionnaire on Teaching were presented in the subject Histology and Embryology of the School of Medicine of the Health Sciences School at University of Carabobo. Conclusions: With the obtained data, we concluded that the subject Histology and Embryology presents a faculty that shows high performance in their activities related to the teaching-learning process(AU)

La evaluación del profesorado universitario: tendencias en Iberoamérica / University faculty evaluation: Ibero-America trends

Introducción: la evaluación del profesorado universitario en Iberoamérica es motivo de un profundo debate por la importancia del impacto en la calidad de la educación superior. Objetivo: caracterizar las principales tendencias que emergen del análisis de la literatura reciente en el ámbito de la evaluación profesoral universitaria en Iberoamérica. Métodos: se procedió en primera instancia a una identificación de material bibliográfico mediante una revisión sistemática de artículos obtenidos de la búsqueda en Google Académico a partir de palabras claves definidas por los autores y luego a un análisis de contenido de los estudios seleccionados, incluyendo estudios clásicos dedicados al tema. Resultados: del estudio emergieron cuatro grandes tendencias que permitieron a los autores definir elementos de juicio sobre el tema objeto de análisis. Conclusiones: se precisan desafíos consustanciales a la mejora de la calidad del proceso de la evaluación profesoral(AU)

Introduction: evaluation of university professors in Ibero-America justifies a profound debate about the importance of impacting higher education quality. Objective: to characterize the main trends emerging from the analysis of recent literature within the field of university professorial evaluation in Ibero-America. Methods: we started first with the identification of bibliographic material through a systematic review of articles obtained from the Google Scholar search engine using keywords defined by the authors. Then, we carried out an analysis of the content related to the chosen studies, including classic studies about to the subject. Results: four major trends emerged from the study, which allowed the authors to define elements of judgment on the subject under analysis. Conclusions: consubstantial challenges are required to improve the quality of the teacher evaluation process(AU)

Modelo pedagógico para el mejoramiento del desempeño docente con enfoque de competencias en la especialidad de pediatría / Pedagogical model for the improvement of teaching performance based on an approach to competences in the specialty of Pediatrics

Introducción: Una de las tendencias a nivel mundial es el enfoque de competencias en el ámbito académico, para lo cual es necesaria la preparación de los profesores que permita un desempeño docente con este enfoque. Objetivo: El trabajo tiene como objetivo diseñar un modelo pedagógico para el mejoramiento del desempeño docente con enfoque de competencias en la especialidad de Pediatría de la Facultad de Ciencias Médicas Salvador Allende en correspondencia con las exigencias sociales y del Sistema Nacional de Salud cubano. Material y métodos: Se utilizaron métodos teóricos, empíricos y estadísticos. De una población de 32 profesores, participó 65,62 por ciento y sus dos directivos. El muestreo fue incidental. Resultados: Es un modelo pedagógico. Se estructura en dos niveles: conceptual y metodológico. El conceptual comprende los fundamentos teóricos, las ideas rectoras, las dimensiones y la finalidad. El metodológico se concreta en su dinámica de aplicación y se estructura en cuatro etapas con objetivos definidos y un conjunto de acciones: Etapa I: Identificación de la posibilidad de obtención de información y su pertinencia; Etapa II: Determinación de problemas; Etapa III: Diseño de actividades para el mejoramiento del desempeño docente con enfoque de competencias. Etapa IV: Evaluación del modelo. Conclusiones: La modelación como método científico permitió la elaboración de un modelo pedagógico para el mejoramiento del desempeño docente con enfoque de competencias de los profesores de la especialidad de Pediatría de la Facultad de Ciencias Médicas Salvador Allende. La validación del modelo resultó estadísticamente significativa(AU)

Introduction: The approach on competences in the academic field is one of the trends worldwide; therefore, professors´ preparation that leads to a teaching performance based on this approach is necessary. Objective: This work is aimed at designing a pedagogical model for the improvement of teaching performance with an approach on competences in the specialty of Pediatrics in Salvador Allende Medical Faculty in accordance with the social demands of the Cuban National Health System. Material and methods: Theoretical, empirical, and statistical methods were used. Out of a total population of 32 professors, the 65,62 percent of them and the two directors participated in the study. Sampling was incidental. Results: It is a pedagogical model, which is structured in two levels: conceptual and methodological. The conceptual level comprises the theoretical basis, principal ideas, dimensions, and purpose. The methodological level limits itself in its application in dynamics and it is structured in four stages with defined objectives and a group of actions: Stage I: Identification of the possibility of obtaining information and its relevance; Stage II: Setting of problems; Stage III: Design of activities for the improvement of the teaching performance with an approach on competences. Stage IV: Evaluation of the model. Conclusions: The method of scientific modeling allowed the development of apedagogical model for the teaching performance with an approach on competences in the professors of the specialty of Pediatrics in Salvador Allende Medical Faculty. The validation of the model was statistically significant(AU)