Teacher Evaluation in Higher Education as a Strategy for the Improvement of Pedagogical Practice
Keywords:
Teacher evaluation, Pedagogical practice, Higher education, Teacher training, Educational improvementAbstract
This study analyzes teacher evaluation in higher education as a strategy for improving pedagogical practice. A quantitative, descriptive approach was employed, based on the perceptions of 458 students from the Faculty of Physical Education and Sport at the Autonomous University of Sinaloa. The results show an overall positive teaching performance, particularly in learning planning and student satisfaction. However, areas for improvement were identified in the use of digital technologies and the diversification of teaching strategies. These findings suggest that teacher evaluation, beyond its diagnostic function, can serve as a strategic resource for academic decision-making and the strengthening of teacher training processes aimed at the continuous improvement of pedagogical practice.
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