Teacher Performance Evaluation: from institutional disorganization to magisterial uncertainty

Abstract

The Mexican Educational Reform of 2013 establishes as a strategy the Teacher Performance Evaluation with the purpose of improving the educational quality of the country. The present investigation shows as partial results the categories Institutional Disorganization and Magisterial Uncertainty, elements emanating from the Discussion Group Meta-evaluation of Teacher Performance 2018, which has the target of evaluate the Teacher Performance Evaluation. The systematization of experiences was used as a methodological tool, a component of Participatory Action Research, which highlights the importance of the actors that participated in the evaluation process between 2015 and 2017. The narratives identify the procedural disorganization of the authorities during the evaluation of performance and criticize the planning, development and communication of results. Starting from the theoretical referent of the Authentic Evaluation, the discussion group contributed elements for the realization of the comparison that contrasts the characteristics of this theory with the Evaluation of Teaching Performance, evidencing the deficiencies that the process has presented since its implementation.