Conceptualization of learning evaluation of teachers at the Experimental School of Application of the National University of Education Enrique Guzmán y Valle, Peru.

Abstract

This research aimed to establish the relationship that exists between the qualitative paradigm of learning evaluation and the optimization of the teaching performance of the professors of the Experimental College of Application of the Enrique Guzmán y Valle National University of Education. It was possible to determine that the Peruvian teacher is not different from those of other countries in their resistance to changing paradigms, especially in the field of pedagogical evaluation, since they are deeply contextualized in an only instrumental and accessory vision of what is the evaluation of the learnings.