<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942017000300364</article-id>
<article-id pub-id-type="doi">10.5294/edu.2017.20.3.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La evaluación del desempeño docente desde la perspectiva de profesores de educación rural]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of Teaching Performance from the Standpoint of Rural School Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[A avaliação do desempenho docente sob a perspectiva de professores de educação rural]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo-Miranda]]></surname>
<given-names><![CDATA[Sara del Rosario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Guillermo Williamson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hidalgo-Standen]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Jaén  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Frontera  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de La Frontera  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>364</fpage>
<lpage>381</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942017000300364&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942017000300364&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942017000300364&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza críticamente las implicaciones de los procesos de evaluación del desempeño docente, desde la perspectiva de los profesores de escuelas rurales multigrado. Utilizando un diseño cualitativo, este estudio recoge la opinión de 56 docentes que trabajan en escuelas rurales de ocho regiones de Chile. Como técnica de recolección de datos se utilizó una entrevista semiestructurada que exploró la opinión docente sobre los instrumentos de evaluación contenidos en el Sistema Nacional de Evaluación del Desempeño Docente ("Docentemas"). Los resultados muestran que a pesar de la aceptación del proceso de evaluación por parte de los profesores, éstos cuestionan la pertinencia metodológica de los instrumentos por considerarlos descontextualizados a la realidad educativa de las escuelas rurales multigrado del país. En conclusión, los procesos nacionales de evaluación docente vigentes, no son adecuados a las escuelas multigrado rurales, ni son bien valorados por los docentes; es necesario contar con procesos apropiados a esta realidad escolar y sus educadores. Por otra parte, los sistemas educacionales y sus diversas expresiones hacia las escuelas deben tener la flexibilidad necesaria para adaptarse a realidades muy diversas que las constituyen.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study offers a critical analysis of the implications of teacher performance evaluation processes, from the standpoint of multi-grade rural school teachers. Using a qualitative design, opinions were gathered from 56 teachers working in rural schools in eight regions of Chile. As a data collection technique, a semi-structured interview was used to explore what teachers think about the evaluation instruments contained in the National System for the Teaching Performance Evaluation ("Docentemas"). Although teachers accept the evaluation process, the results show they question the methodological relevance of the instruments being used because it is felt they are out of sync with the reality of education at multi-grade rural schools in Chile. In conclusion, the teacher evaluation processes currently being applied nationwide are not suitable for multi-grade rural schools, nor are they well regarded by teachers. Therefore, it is necessary to have processes that are appropriate for this school environment and for those who teach there. On the other hand, educational systems and their diverse expressions in schools must be flexible enough to adapt to the extremely diverse realities that constitute them.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa criticamente as consequências dos processos de avaliação do desempenho docente, sob a perspectiva dos professores de escolas rurais multiníveis. Utilizando um desenho qualitativo, este estudo coleta opinião de 56 docentes que trabalham em escolas rurais de oito regiões do Chile. Como técnica de coleta de dados, utilizou-se uma entrevista semiestruturada, que explorou a opinião docente sobre os instrumentos de avaliação contidos no Sistema Nacional de Avaliação do Desempenho Docente ("Docentemas"). Os resultados mostram que, embora haja a aceitação do processo da avaliação por parte dos professores, estes questionam a pertinência metodológica dos instrumentos por considerá-los descontextualizados à realidade educativa das escolas rurais multiníveis do país. Em conclusão, os processos nacionais de avaliação docente vigentes não são adequados às escolas rurais multiníveis nem são bem avaliados pelos docentes; é necessário contar com processos apropriados a essa realidade escolar e seus educadores. Por outro lado, os sistemas educacionais e suas diversas expressões quanto às escolas devem ter flexibilidade necessária para adaptar-se a realidades muito diversas que as constituem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación de profesores]]></kwd>
<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="es"><![CDATA[evaluación de la educación enseñanza multigrado Chile]]></kwd>
<kwd lng="en"><![CDATA[Teacher evaluation]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[evaluating multi-grade teaching in Chile]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação da educação]]></kwd>
<kwd lng="pt"><![CDATA[avaliação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Chile]]></kwd>
<kwd lng="pt"><![CDATA[educação rural]]></kwd>
<kwd lng="pt"><![CDATA[ensino multinível]]></kwd>
</kwd-group>
</article-meta>
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