<?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>2027-8306</journal-id>
<journal-title><![CDATA[Revista de Investigación, Desarrollo e Innovación]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Investig. Desarro. Innov.]]></abbrev-journal-title>
<issn>2027-8306</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2027-83062019000200079</article-id>
<article-id pub-id-type="doi">10.19053/20278306.v10.n1.2019.10013</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La práctica docente y su evaluación: estrategia para la mejora continua en los procesos de acreditación en alta calidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching practice and evaluation: strategy for continuous improvement in high quality accreditation processes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Maldonado]]></surname>
<given-names><![CDATA[Edna Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Guevara]]></surname>
<given-names><![CDATA[Jorge Ulises]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallo-Vargas]]></surname>
<given-names><![CDATA[Rubén Darío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[Tunja ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Policía Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Policía Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>79</fpage>
<lpage>92</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2027-83062019000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2027-83062019000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2027-83062019000200079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación tuvo como objetivo analizar la evaluación del desempeño docente del programa Técnico Profesional en Servicio de Policía (TPSP), rediseñando los instrumentos de evaluación y el protocolo del sistema de valoración de los pedagogos. Se empleó un enfoque cuantitativo de tipo descriptivo, efectuando un análisis univariado, utilizando tablas de contingencia de 2 por 2. Así se determinó el nivel de acuerdo entre evaluadores, correlacionando las 8 variables comportamentales de la evaluación docente: planeación pedagógica, estrategias de enseñanza y aprendizaje, desarrollo metodológico, evaluación del aprendizaje, implementación de créditos académicos, espacios de convivencia, dominio del conocimiento y habilidades comunicativas. Se realizó una evaluación a 14 sedes educativas y a los resultados de las visitas de pares por parte del Concejo Nacional de Acreditación, empleando un cuestionario validado, junto con la autoevaluación, heteroevaluación y coevaluación a 32 docentes del TPSP y 296 estudiantes. Se concluyó que las habilidades comunicativas y las estrategias de enseñanza aprendizaje, son las variables que más inciden en la evaluación docente por parte de los estudiantes, con un nivel de acuerdo casi perfecto entre evaluadores (Kappa de Cohen de 0,9).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research was to analyze the evaluation of the teaching performance of the Professional Technician Program in Police Service (TPSP), redesigning the evaluation instruments and the protocol of the pedagogical assessment system, using a quantitative approach of descriptive type, carrying out an analysis univariate, using 2 by 2 contingency tables. Thus the level of agreement between evaluators was determined, correlating the 8 behavioral variables of the teacher evaluation: pedagogical planning, teaching and learning strategies, methodological development, learning evaluation, implementation of academic credits, living spaces, and knowledge domain and communication skills. An evaluation was carried out on 14 educational sites and the results of peer visits by the National Accreditation Council (CNA), using a validated questionnaire, along with the self-evaluation, hetero-evaluation and co-evaluation of 32 TPSP teachers and 296 Students. It was concluded that communicative skills and teaching-learning strategies are the variables that most affect the teacher evaluation by students, with an almost perfect level of agreement between evaluators (Cohen's Kappa of 0.9).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[modelo pedagógico]]></kwd>
<kwd lng="es"><![CDATA[evaluación docente]]></kwd>
<kwd lng="es"><![CDATA[acreditación en alta calidad]]></kwd>
<kwd lng="es"><![CDATA[competencias académicas]]></kwd>
<kwd lng="en"><![CDATA[pedagogical model]]></kwd>
<kwd lng="en"><![CDATA[teacher evaluation]]></kwd>
<kwd lng="en"><![CDATA[accreditation in high quality]]></kwd>
<kwd lng="en"><![CDATA[academic competences]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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