Teacher Evaluation In Postgraduate Studies: Reflections And Current Projections

The teaching and learning process in postgraduate programs requires that instructors respond to multiple social and individual demands, which lead to the necessity of having up-to-date knowledge in their field of expertise, in teaching methodologies, in technological aspects, in teacher-student relationships, and in different learning approaches, among others. This ensures that postgraduate students maintain an active performance. Therefore, this study aims to present the results of an evaluation of the performance of postgraduate instructors. To this end, qualitative and quantitative methods are used, drawing from various sources of information such as student evaluations of instructors, self-assessments, evaluations by the academic coordinator, and the Postgraduate Directorate. In this context, the applied tool allows for the determination of the weighting of instructor performance in qualitative and quantitative terms, based on the "Generic Model for Evaluating the Learning Environment of Postgraduate Programs." Key points highlighted in the conclusions include the high quality of instructors in their respective fields of expertise, which is notably different from the negative perceptions students have regarding the academic aspects of the faculty. It is concluded that analyzing spaces for reflection within postgraduate classrooms is predominantly related to instructors, and these reflective spaces allow for optimization with high levels of academic rigor in the teaching and learning processes