Teacher Evaluation Models for Online Teaching

Abstract

Introduction. One of the main problems evident in higher education is the lack of innovation within training processes in online contexts, which is why this study carries out a bibliographic review of teaching evaluation models. Objective. Know the Teaching Evaluation models that are used in the online modality in higher education teaching. Analysis.The search was carried out in the Web of Science, Scopus, Google Academic and Dialnet databases, taking into account the production included in the period 2010 – 2021. The research has a qualitative approach since it describes general and specific aspects of the teacher evaluation models worldwide with emphasis on Latin America. To reduce the risk of bias, the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement were followed. In addition, the recommendations proposed by (Alexander, 2020) in the Review of Educational Research were used, where it designs a methodological guide to carry out systematic reviews in the educational field. Inclusion and exclusion criteria were applied, including 22 studies as the final sample. Results. it is demonstrated that there is little scientific production of teacher evaluation models in online teaching worldwide, generating a challenge to continue carrying out future research on this topic. Conclusions. The evaluation of teaching performance seeks to understand the teacher's work from multiple perspectives, including that of students and managers, requiring a rigorous design to guarantee coherence with the stated objectives.