Habilidades blandas y técnicas en evaluaciones de estudiantes a docentes
DOI:
https://doi.org/10.22201/iisue.20072872e.2024.44.1894Palabras clave:
actitudes del profesor, evaluación del profesor, análisis de textos, habilidades sociales, conocimiento profesional, UruguayResumen
¿Qué importancia asigna el estudiantado a las “habilidades blandas” o soft skills y a las “habilidades técnicas” o hard skills cuándo evalúan a sus docentes? Utilizando técnicas de análisis textual en una muestra de calificaciones y comentarios a docentes, se exploró cualitativamente y se contrastaron hipótesis cuantitativas sobre el vocabulario que acompaña a calificaciones altas y bajas. Los resultados muestran que el lenguaje de los comentarios y la calificación se encuentran significativamente relacionados, y que las referencias a soft skills predicen mejor la calificación que las referencias a hard skills; sin embargo, los análisis cualitativos sugieren que, en docentes calificados/as como excelentes, las hard skills no son ignoradas sino presupuestas. Además de su contribución metodológica, este estudio aporta implementos tanto a la discusión acerca de los sesgos en la evaluación docente como a la discusión acerca de qué cualidades del profesorado es deseable cultivar.
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