Evaluación de carácter diagnóstico formativa (ECDF) del docente tutor PTA (programa todos a aprender).

Abstract

The present paper has as objective to expose the characteristics and recommendations for the realization of the Evaluation of Character Formative Diagnosis, ECDF, of the Teacher Tutor of the Program to Learn, PTA. Methodologically, part of the systematization of an experience seeking to provide critical analysis and a descriptive vision of a process favorably described among the PTAs of the Colombian Caribbean. At the national level, 348 tutors were presented at the ECDF I, of which 93% were approved; the ECDF II was carried out by 1,687 whose approval was 97.2%, of which 93% was approved and in this research the key elements for the good execution of a video supported in a quality planning and real conclusions derived from the criteria will be shown and components that are evaluated. The ECDF consists of a process of reflection and inquiry, aimed at identifying as a whole the conditions, the successes and the needs in which the work of teachers, teaching directors, union leaders, teacher tutors and counselors is carried out, with the aim of positively affect the transformation of their educational pedagogical practice (MEN, 2010). The case of the tutor is analyzed, who performs in commission of service in the educational institutions carrying out a pedagogical accompaniment to the Transitional and Basic Primary teachers to improve the results of the 'Saber' test. Within the characteristics with other ECDF, this case considers that the structure to present the video of relocation or promotion in the teaching ladder is the same as that of the other positions. It consists of an introductory testimony, development and closing testimony with the only difference that the actors change, not the students, but the teachers; and it is not a class but an STS (Work session located), that is, a workshop with strategies guided by the tutor so that teachers can replicate it in the classroom. The tutors also present a self-evaluation, the last two evaluations of performance and a survey that the Ministry of Education performs randomly to some teachers accompanied. The video will be evaluated taking into account four criteria which in turn are divided into components: Context of educational and pedagogical practice, Reflection and planning of educational and pedagogical practice, Pedagogical practice of situated accompaniment and Environment in training.