EVALUACION DOCENTE EN AREA DE CIENCIAS BASICAS E INGENIERIAS DE LA UNIVERSIDAD AUTONOMA DE NAYARIT

According to Davenport and Prusak (cited by Rizo, 1999) knowledge is a dynamic integration of experiences, values, contextualized information and ideas that provides a framework for evaluating and incorporating new experiences and information; and loses validity when it does not transform people's attitudes and is not incorporated into institutions in the form of documents, routines, processes, norms and organizational practices. Under this paradigm, teaching and learning activities are designed according to their contribution to the integral formation of the student as a person and as a professional. This implies that teachers construct scenarios that allow students to show their full intellectual potential through activities that are meaningful to them. Hence, teacher performance evaluation is becoming the key element in efforts to improve the quality of education, understood as the commitment to attend to and promote the development of individual abilities and abilities in the intellectual, affective, and physical spheres, while at the same time fostering values that ensure social coexistence in solidarity and prepare for the competitiveness and demands of the world of work; observing a balance between information-formation and teaching-learning (Robles and Llamas, 2010).