EL PROBLEMA DE LA DEFINICIÓN Y SELECCIÓN DE POSIBLES INDICADORES DE LA CALIDAD DOCENTE

Abstract

Attempting to select and define teaching quality indicators requires a previous definition of teaching quality and of the goals and procedures related with its evaluation. Any selection of this type is necessarily biased by and dependent upon the norms, beliefs and ideology held by its author. Neither official documents nor political decisions upon which it is based are of a neutral nature: on the contrary, all objectivity claims only support reasons and relationships of interest mainly to those in positions of power and resource control. Nevertheless, evaluation of teaching quality may be seen as an opportunity for faculty, students and administrators to revise end reinterpret their own lifes, mainly as members of an academic community, but also as members of the political, social and economic community in which they life. In this paper some facets related to teaching quality and alignments related to it are revised, as well as the assumptions and implications of the three main evaluation paradigms from which it may be carried out: positivistic, naturalistic and critical.