Session Information
Contribution
This paper presents the methodological process followed and the main results of an evaluation developed from an innovative perspective in the context of evaluating postgraduate study. In the context in which this practice is inserted evaluation processes are consistent with quantitative and mixed approaches. These models are aimed at defining the quality of the program in terms of results rather than approaches that encourage reflection on their own educational events, being qualitative base and critical orientation. This model emerged as necessary to suit the purpose of evaluation: a Master about policy and practice of educational innovation in the knowledge society. This, in itself, was established in a proposal of educational innovation characterized by:
a. Formally comply with the normative requirements of the new European Higher Education Area, one of the first experiences that taking place in Spain.
b. Developing online mode, which also implied a bet on inquiry into the use of ICT in University teaching.
c. Formulating a social constructivist design and developing specific contents to critical pedagogy.
The objectives of this ethnographic evaluation were:
- Being able to understand in depth idiographic aspects of the innovative approach to teaching at the graduate under investigation.
- Returning an external look at the participants in the program, with special emphasis on teachers, to encourage reflection in action on education event.
Providing references for teachers, creating spaces for discussion, to improve the program in its development (action-research sense).
Method
Expected Outcomes
References
DENZIN, N.K. & LINCOLN, Y.S. (EDS.) (2005). The Sage Handbook of Qualitative Research. Thousand Oaks: Sage Publications. FETTERMAN, D.M. (Ed.) (1984). Ethnography in Educational Evaluation. Newbury Park, CA: Sage Publications. GIMENO, J. & PÉREZ GÓMEZ, A.(1992). Comprender y transformar la enseñanza. Madrid: Morata. LOPEZ, M. A (2003). La evaluación de los estudios de postgrado. Revista Española de Pedagogía, 224 (61-76). PÉREZ GÓMEZ, A. I.; SOTO, E.; SERVÁN, Mª J.; SOLA, M. (2008). Guía de Apoyo al EEES. Aprender en la Universidad. El sentido del cambio en el EEES. Madrid: Akal. SANTOS GUERRA, M. A. (1990).Hacer visible lo cotidiano. Teoría y práctica de la evaluación cualitativa de los centros escolares. Madrid: Akal.
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