Diseño, seguimiento y evaluación curricular

Abstract

The design, monitoring and assessment of the curriculum in teacher training are essential to ensure quality education. This has stimulated specialized treatment of competency-based curriculum models. The study analyzes the curricular processes in teacher training and in the instances of curricular management. These have tended to respond to current demands, public policies, quality assurance frameworks and specific regulations. The method corresponds to a quantitative study of a non-experimental design. The instrument, a 31-item Likert Scale, was applied to 63 teacher trainers; analyzed through the SPSS software. The results suggest that strengthening the processes of curricular design, monitoring and evaluation can significantly improve initial teacher training; developing flexible and participatory models that integrate local and global needs favoring quality in academic management processes. However, it is necessary to support teachers in the installation of management and evaluation processes for the teacher training curriculum. Its analytical treatment will allow the monitoring of training paths and appropriation of professional competencies. The study concludes that the curricular design processes are consolidated and imply the installation of monitoring and evaluation instances, those that face the greatest challenges in initial teacher training.