Some considerations on the theoretical methodological references for understanding professional teacher evaluation during the direction of educational activity in primary school

Abstract

Today's society demands from education, teachers capable of understanding reality and solving problems, transforming systems, methods, forms of evaluation, etc., that is, improving their professional performance, in order to improve educational quality. In Latin America and the Caribbean, several educational agents consider that, in order to generate needs for continuous improvement in teachers, it is essential to promote a conscious and systematic evaluation process. Thus, several countries in the region such as Mexico, Costa Rica, Chile, Argentina, Ecuador, among others, in recent decades have established various teacher performance evaluation systems; Cuba is no exception, since professional evaluation was established in 1959 with the First Educational Revolution and has evolved over the years. Therefore, this article aims to determine the main methodological theoretical foundations that support the professional evaluation of teachers during the direction of educational activity.