Training system for teacher evaluation in technical and technological training institutions: a playful proposal

This research proposes the active participation of teachers in the construction of an evaluation of their work through knowledge of the context of their institution and reflection on the current institutional evaluation system; however, it is not limited to teachers, but involves its students so that they jointly formulate feedback alternatives that allow the development of teaching in a dialogical, purposeful and motivated way. Leisure as a cultural experience can be considered, according to Jiménez,1 how: A transversal dimension that crosses all life, they are not practical, they are not activities, it is not a science, nor a discipline, much less a new fashion, but it is a process inherent to human development in all its psychic, social dimensions, cultural and biological. From this perspective, playfulness is linked to daily life, especially the search for the meaning of life and human creativity. In accordance with the above, it can be affirmed that the playful concept is not limited to play, but is a real form of life behavior that allows freedom, offers the possibility of deciding how to reflect within a process of the subject that participates in an activity. In terms of Héctor Ángel Díaz2: The playful reference refers to situations that produce fun and pleasure and that go far beyond play and recreation. Through play, students express their emotions, learn values, and learn to live peacefully in a suitable and opportune environment. Based on the above, it is necessary that playfulness is involved as a main element within the evaluation processes and that the students are the protagonists of the process, as this will allow them to reflect and consider their opinions and their axiology, considered the latter as its scale of values, the above taking into account what Díaz2 stated When he affirms that there is little novelty in the models, rather the innovation is in the way in which the existing ones are appropriated or executed, presenting a clear relationship between the concept of playfulness and the motivation of those who participate in it. Summary: In order to respond to the needs of an increasingly globalized world, the need to guarantee a quality of education is urgent, and the way in which teachers are evaluated is a fundamental factor in this purpose. However, this last process has been limited to the methodology of student surveys, being questioned and generating a certain acrimony in the teaching staff mainly due to the fact that, on the one hand, it is considered that it is unable to objectively and adequately assess the skills , capacities and qualities of the teacher, and on the other hand that it can be a revanchist way of coercing the demand that is asked of students by teachers, this is usually seen when a student evaluates subjectively and biased his teacher because he did not do well in the subject he teaches. In the present investigation, using a socio-critical approach focused on the qualitative, an alternative to traditional teacher evaluation (questionnaires - rating scales) is analyzed, which involves playfulness, through a collaborative process between teachers and students. , that results in the transformation of current realities as experiential of those involved and that constitutes a way to strengthen the training process of teacher evaluation. The entities involved in the study are university institutions that have technological careers (job training) within their academic offer, which were called: Institution A, B and C. The instruments used to collect the information are: interviews, questionnaires , films, photographs, field notes organizing focus groups with students, teachers and managers of each center, in this way, at the end of the field phase, the guidelines of the playful proposal for the evaluation of teachers are indicated and it is sought to verify if the perception about teacher evaluation changes in the participants.