scholarly journals Evaluación del Desempeño Docente en el Aula desde la Perspectiva del Estudiante de la Licenciatura en Sistemas Computacionales de la Universidad Autónoma de Nayarit

2021 ◽  
Vol 4 (3) ◽  
pp. 52-62
Author(s):  
P. Aguilar Navarrete ◽  
R. P. Benítez Cortés ◽  
E. Cruz Sánchez ◽  
M. F. Y. Camacho González ◽  
V. J. Torres Covarrubias
Keyword(s):  
Continuous Improvement ◽  
Teaching Practice ◽  
Teacher Performance ◽  
Computer Systems ◽  
Evaluation Criteria ◽  
Traditional Model ◽  
Specific Instrument

En este trabajo se exponen resultados de dos evaluaciones del desempeño docente en el aula de los profesores de la Licenciatura en Sistemas Computacionales de la Universidad Autónoma de Nayarit. La evaluación tuvo como propósito el diseño y aplicación de un instrumento específico dirigido a recuperar información para la mejora continua de la práctica docente en el aula. El instrumento de recolección de datos se integró por 4 categorías correspondientes a indicadores de calidad del quehacer docente en el aula. Los resultados muestran que la mayoría de los docentes se ajustan a los criterios de las 4 categorías evaluadas, pero los hallazgos también indican que algunos profesores trabajan aún con un modelo tradicional que va desde criterios unilaterales de evaluación hasta pocas o nulas oportunidades que permitan potenciar el rendimiento de los estudiantes. This paper presents results of two evaluations of teacher performance in the classroom of teachers of the Degree in Computer Systems of the Universidad Autónoma de Nayarit. The purpose of the evaluation was to design and implement a specific instrument aimed at retrieving information for the continuous improvement of teaching practice in the classroom. The instrument was integrated by 4 categories corresponding to indicators of quality of the teaching task in the classroom. The results showed that most teachers meet the criteria of the four categories evaluated, but the findings also indicate that some teachers still work with a traditional model that ranges from unilateral evaluation criteria to few or no opportunities to enhance the performance of students.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

Impact of Organizational Culture and Teacher Performance on Quality of Learning Processes

2020 ◽  
Vol 4 (2) ◽  
pp. 95-110
Author(s):  
Buyung Syukron ◽  
Andi Thahir ◽  
Tin Amalia Fitri ◽  
Asep Rohman
Keyword(s):  
Organizational Culture ◽  
Elementary Schools ◽  
Learning Process ◽  
Teacher Performance ◽  
Work Culture ◽  
Timely Manner ◽  
Quality Learning ◽  
The City ◽  
Determining Factor

The learning process in madrasas (Islamic-based elementary schools) is seen as being able to contribute to instilling values and norms in students following Islamic teachings. The issue of organizational culture and teacher performance also becomes a determining factor in creating a quality learning process. In this research, the aim is to determine: 1) the effect of organizational culture on the quality of the learn-ing process; 2) the effect of teacher performance on the quality of the learning process; and 3) the influ-ence of organizational culture on teacher performance. Respondents in this study were all class teachers from three madrasas as a sample representing all public madrasas in the city of Bandar Lampung, Indo-nesia. The results obtained indicate that the variables of organizational culture and the quality of the learning process have an influence, with R squared of 0.67 or 67%, which is classified as moderate. This shows that madrassas have implemented predetermined work culture values, namely: a) integrity, the harmony between correct thoughts, words, and deeds; b) professionalism, working in a disciplined, competent, and timely manner with the best results; c) innovation, perfecting existing and creating new and improved techniques and ideas; d) responsibility, working thoroughly and with thought for the con-sequences; and e) being exemplary, setting a good example for others.

La Formación Continua y el Desarrollo de Competencias en los Docentes en Ejercicio del Nivel Secundario

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Leonor Alexandra Rodríguez Álava
Keyword(s):  
Teaching Practice ◽  
Training And Development ◽  
Middle Level ◽  
Teaching Skills ◽  
Practicing Teachers ◽  
Active Subject ◽  
Continuous Preparation ◽  
Analysis And Synthesis ◽  
The Ideal

Este artículo está encaminado a caracterizar el proceso de formación continua del docente del nivel medio en ejercicio asociado a la formación y desarrollo de sus competencias docentes, para lo que fueron utilizados métodos como   el análisis y síntesis, inducción y deducción, abstracción y concreción, la entrevista, la encuesta y  el cuestionario, donde a partir de sus resultados se  llega a la consideración de que la formación continua es la vía idónea para la formación y desarrollo de competencias docentes en los profesores en ejercicio, donde se debe asumir un modelo que propicie la reflexión sobre la propia práctica del docente, un clima de colaboración   y el profesor como sujeto activo de ese proceso.   Palabras claves: calidad educativa,   competencias docentes,   educador, estudio, preparación continua,  ABSTRACT   This article aims to characterize the process of education for teachers of middle level associated with exercise training and development of their teaching skills, for which methods were used as analysis and synthesis, induction and deduction, abstraction and concreteness, interview and questionnaire survey, where from their results leads to the consideration that the training is the ideal way for the formation and development of teaching skills in practicing teachers, where they must assume a model that encourages reflection on own teaching practice, a climate of collaboration and the teacher as an active subject of that process Keywords: quality of education, teaching skills, teacher, study, continuous preparation

Conceptual imposings of quality management of system of production of composite materials for it is rocket the space equipment

2017 ◽  
Vol 14 (4) ◽  
pp. 30-38
Author(s):  
V. G. Isaev ◽  
T. N. Antipova
Keyword(s):  
Composite Materials ◽  
Quality Management ◽  
Evaluation Criteria ◽  
Criteria And Indicators ◽  
Properties Of Materials ◽  
A Priority ◽  
Required Quality

Basic provisions of the concept and methodology of production of composite materials for the missile and space equipment are offered. The system of the purposes realizing the principle of a priority of the purposes of the customer is offered. The system of evaluation criteria and indicators of quality of composite materials the realizing interrelation of requirements of the customer to quality of material and dependence of ensuring the required quality on the used technologies is developed. It is shown that for ensuring quality of composite materials for units and the RKT systems first of all it is necessary development of mathematical dependences of properties of materials on parameters of the technological modes in the conditions of obligatory implementation of requirements of the customer.

Applied Status and Quality of Graphs in Five Academic Medical Journals in Shanghai (Preprint)

2018 ◽  
Author(s):  
Zisheng Ai ◽  
Yuhong Tang ◽  
Jiaqi Zheng ◽  
Sanyou Wu ◽  
Ying Wu
Keyword(s):  
Evaluation Criteria ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Medical Journals ◽  
Graph Type ◽  
Academic Medical ◽  
Substantial Problem ◽  
Error Bias ◽  
Important Form

BACKGROUND Figures are an important form of expressing results commonly found in medical papers and make data easy to read and compare. The quality of graphs in original papers has improved in western medical journals. However, some figures fail to correctly express the results of a paper. Additionally, graph quality and application has not been assessed in medical journals outside western countries. OBJECTIVE To determine the frequency and types of data graphs used in Chinese academic medical journals and evaluate the quality of graphs used in original medical papers. METHODS A total of 783 papers were surveyed from the medical journals of five colleges and universities in Shanghai from 2011 to 2015. A cross-sectional study was used to analyse the applied status and graph quality. The evaluation criteria of graphs mainly included graph type, visual clarity, completeness, and special standards. RESULTS Most authors prefer to use simple charts, and bar charts with 95% CI were the most widely used. More than 60% of charts have problems with visual clarity, completeness, and special standards. Of 841 incorrect graphs, 10 (0.58%) graphs had three combined problems of graph characteristics, and 292 (34.72%) graphs had any two combined problems of graph characteristics. For detailed errors, the absence of variance description was the most substantial problem, especially in 2014 and in some academic medical journals. CONCLUSIONS Graphs are less commonly applied in the five university journals. However, the quality of papers using graphs was not properly controlled. Editors and journal quality management should strengthen the quality control of charts in papers. Authors should also avoid error bias and distorting their conclusions.

scholarly journals Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

Pursuit of Operational Excellence

2016 ◽  
Vol 3 (2) ◽  
pp. 21-34
Author(s):  
Christine Welch ◽  
Tammi Sinha ◽  
Nigel Ward
Keyword(s):  
Change Management ◽  
Continuous Improvement ◽  
High Performance ◽  
Effective Leadership ◽  
Value Systems ◽  
Goods And Services ◽  
Team Working ◽  
Performance Teams ◽  
Operational Excellence

Operational Excellence (OE) is achieved when high performance teams are seeking for continuous improvement in well-designed processes, using appropriate tools and technologies. Excellence is underpinned by a philosophy in which problem-solving, team-working and effective leadership combine to focus upon customer needs, and all employees are empowered to act to maintain optimal flows of value. OE is clearly a desirable quality of organizations seeking both effectiveness and efficiency in their production of goods and services for customers. OE is underpinned by concepts such as team-working, effective leadership and change management, and depends upon effective flows of value. Systems Thinking (ST) is consequently at the heart of genuine excellence. This paper was conceived in the context of a Community of Practice of business improvement professionals, who took Operational Excellence as their agenda for inquiry during sessions in 2015. Reflection upon practice discussed at these meetings, together with the literature of change management and continuous improvement, have led to development of a systemic ‘landscape' model for pursuit of Operational Excellence. The elements of this model are set out, showing how they can contribute to OE.

Acreditación CONAIC y ABET en Instituciones de Educación Superior IES.

2021 ◽  
Vol 4 (3) ◽  
pp. 6-16
Author(s):  
Carmen C. Ortega Hernández ◽  
Alfonso Garces Baez ◽  
Adriana M. Ruíz Reynoso
Keyword(s):  
Higher Education ◽  
Continuous Improvement ◽  
Evaluation Criteria ◽  
Communication Technologies ◽  
The United States ◽  
Academic Programs ◽  
Educación Superior ◽  
Educacion Superior ◽  
Sistemas De Informacion ◽  
Science Information

Los Organismos de Acreditación Nacionales e Internacionales tienen como objetivo fundamental evaluar la calidad, pertinencia y mejora continua de los programas académicos de Ciencias de la Computación, Sistemas de Información y Tecnologías de Comunicación que se ofertan a la sociedad en Instituciones de Educación Superior; a través de los criterios en estudiantes, docentes, plan de estudio, egresados e infraestructura, entre otros. El CONAIC al igual que otros organismos de acreditación nacional, tienen en común los criterios de evaluación con la finalidad de cumplir los estándares y parámetros previamente establecidos por el Consejo para la Acreditación de la Educación Superior (COPAES) y avalados por la Secretaria en Educación Pública (SEP). Asimismo, existe un rango de convergencia que le permite adaptarse a otros marcos internacionales que comparten la misma visión. Este documento, selecciona la acreditación ABET por ser el par de CONAIC en Estados Unidos, para presentar las similitudes que existen y determinar las fortalezas u oportunidades que tienen ambos procesos, en beneficio del egresado. National and International Accreditation Bodies have as fundamental objective to evaluate the quality, pertinence and continuous improvement of the academic programs of Computer Science, Information Systems and Communication Technologies that are offered to society in Higher Education Institutions; Through criteria in students, teachers, curriculum, graduates and infrastructure, among others. Conaic like others organisms of national acreditation has in comun the evaluation criteria with the goal to comply the standards and parameters previously established by the Council for Accreditation of Higher Education (COPAES) and endorsed by the Secretary in Public Education (SEP). Likewise, there is a range of convergence that allows it to adapt to other international frameworks that share the same vision. This document selects ABET accreditation for being the CONAIC pair in the United States, to present the similarities that exist and determinate the strengths or opportunities that have both processes, for the benefit of the graduate.

Risk management as a tool to improve the quality of the activities of testing laboratories at food enterprises

2020 ◽  
Author(s):  
Л.М. МАЛУКА ◽  
Т.В. ТУМАНЕНКО
Keyword(s):  
Risk Management ◽  
Continuous Improvement ◽  
Testing Laboratory ◽  
Testing Laboratories

Повышению результативности СМК лабораторий предприятий пищевой промышленности способствует внедрение риск-ориентированного подхода как основы реализации принципа постоянного улучшения. Обобщен опыт работы в области управления рисками и возможностями испытательной лаборатории предприятия. Даны рекомендации по оценке рисков и действий в отношении их. The introduction of a risk-based approach as the basis for the implementation of the principle of continuous improvement contributes to an increase in the effectiveness of the QMS of laboratories in the food enterprises. The experience of work in the field of risk management and capabilities of the enterprise testing laboratory is summarized. Recommendations for assessing risks and actions in relation to them are given.

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