La Técnica Grilla de Repertorio (Repertory Grid): Un Método para el Estudio de la Cognición en la Evaluación de Habilidades Docentes

• Autores: Patricio E. Ramírez Correa, Jorge Alfaro Pérez, Felipe Machorro Ramos
• Localización: Formación Universitaria, ISSN-e 0718-5006, Vol. 9, Nº. 2, 2016, págs. 97-104
• Idioma: español
• DOI: 10.4067/S0718-50062016000200011
• Títulos paralelos:
  • The Repertory Grid Technique: A Method for the Study of Cognition in Teaching Skills Assessment
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El propósito de este estudio es presentar una propuesta metodológica para elicitar los constructos utilizados por los estudiantes para evaluar las habilidades y desempeños docentes. La propuesta se centra en la utilización de la Teoría de Constructos Personales y de su técnica de mapas cognitivos, conocida como Grilla de Repertorio (Repertory Grid). En particular, la propuesta describe las características deseables de los entrevistados, un proceso consistente en cuatro pasos, y el análisis posterior sugerido. Este enfoque se orienta a fortalecer las mayores debilidades de los procesos de evaluación docente: (i) instrumentos ad-hoc no validados, (ii) basados en teorías que no reflejan la realidad y madurez de un contexto, (iii) conveniencia política y (iv) una baja incidencia y participación percibida por los estudiantes. El estudio muestra que si bien RepGrid fortalece el método de los cuestionarios en el proceso de la evaluación docente, su efectividad final está determinada por su utilización en conjunto con otros métodos de evaluación del desempeño.

  • English

    The aim of this study is to present a proposal to elicit the constructs used by students to evaluate the abilities and teaching performance. The proposal focuses on the use of personal construct theory and its cognitive mapping technique, known as Repertory Grid. In particular, the proposal describes the desirable characteristics of respondents, a process consisting of four steps, and subsequent analysis suggested. This approach is intended to strengthen major weakness of teaching assessment processes: (i) ad-hoc not validated instruments, (ii) based on theories that do not reflect reality and maturity of a context, (iii) political convenience, and (iv) a low incidence and perceived participation by students. The study shows that, although RepGrid strengthen the questionnaire methodology in the process of teaching evaluation, its final effectivity is determined by its use in conjunction with other evaluation methods.

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