La medición y el impacto de los programas de desarrollo de profesores universitarios


  • Denise Chalmers The University of Western Australia
  • Di Gardiner The University of Western Australia


Los programas de desarrollo de maestros han formado parte del panorama de la educación superior de habla inglesa durante más de cuarenta años. En la actualidad existe un acuerdo general sobre el impacto positivo que tienen los programas de desarrollo de profesores en los maestros y estudiantes; sin embargo, el alcance y la duración de su impacto en la cultura de la disciplina y las instituciones están más bien poco documentados y evidenciados. Existe una clara necesidad de una investigación rigurosa sobre el impacto de los programas de desarrollo de los maestros, que se ve más profundamente y más allá de los profesores que participan en los programas. El objetivo de este trabajo es hacer uso de la investigación y la literatura inglesa para identificar el impacto y la eficacia de los programas y actividades de desarrollo de maestros y proponer un marco para la medición sistemática y la recopilación de información sobre la eficacia de estos programas. Se argumenta que estas medidas e indicadores tienen que pasar del paradigma de investigación al paradigma de evaluación para que puedan informar a los programas de desarrollo y mejora docente actuales y futuros. Deben diseñarse programas en la etapa de planificación para construir una base de evidencia que permita a investigadores y profesionales hacer preguntas más complejas sobre dónde y sobre quién tienen impacto los programas y por qué.

Palabras clave

programas de desarrollo docente, evaluación y seguimiento, impacto, medición de la eficacia, universidad


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Biografía del autor/a

Denise Chalmers, The University of Western Australia

Winthrop Professor and Director, Centre for the Advancement of Teaching and Learning (CATL)




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