Educación, Evaluación y Pamplinas

"Cuando estudiaba en la universidad tuve que oír pamplinas a diestra y siniestra sin poder hacer mucho - o quedarme en la clase o darme de baja, y luego, aguantarle a los pamplineros sus correcciones de mi ortografía, mi sintaxis o alguna ideíta aquí o allá. Dudo que ninguno de ellos conociese la historia de la educación occidental, cómo los prusianos influyeron sobre la misma durante el siglo 19, o cómo los americanos con su conductismo y libritos programados la transformaron en el siglo 20; mucho menos, la diferencia entre seguir un diálogo socrático o el uso de conceptos kantianos o piagetianos para entender el cómo piensan los estudiantes. Pamplinas y corrección rígida, y de vez en cuando algo que valiese la pena conocer. Las expectativas educativas están fundamentadas en ideas y son esas últimas las que hay que cuestionar primero."

"The professor at an urban teacher education program was teaching a Socratic method; then gave an assignment to the students: to implement the method at the schools where they were doing their practicum. Most of the teacher education students could not carried out their assignments. The reason: their cooperating teachers said the assignment interfered with their curriculum. At the same school of education, the same professor asked the students to engage in a Kantian and Piagetian open approach to teaching and learning: students select an object of study and are required to explore in an integrated and active manner the phenomena under study. The latter approach enables the students to compare the questions, procedures and concepts they develop with what is documented in the traditional disciplines' literature. If the first assignment caused problems with the curricula, as suggested by the teachers, the latter one drove the director of a school (later on chosen as Director of the Year) to write a letter questioning the professor’s ability to teach educational methods. In conclusion: external evaluation methods and systems will not work unless all parties involved know the foundations of whatever system they are using to evaluate whatever they are evaluating. Teacher evaluation tools are driven by market interests and academicians in search of tenure, and not by a serious understanding of educational issues, histories and much less how the disciplines are structured and go about formulating bodies of knowledge."

http://memoriasdeungaysesenton.blogspot.com/2012_08_01_archive.html