Variables and indicators to transform the Institutional Evaluation in Cuban pedagogical school

Abstract

The institutional evaluation of the pedagogical schools within the III educational improvement of the Republic of Cuba, constitutes a challenge for the improvement and quality of the pedagogical professional training of the upper secondary level. The objective of the article is to propose variables and indicators for institutional evaluation from a transforming approach in pedagogical schools in Cuba, from the systematization of the main theoretical referents of Institutional Evaluation. For the development of the research, information gathering and processing methods were used. Among them, documentary analysis, systemic structural functional analysis and observation of the educational process of the pedagogical school stand out. The selected sample was integrated by eight directors, 24 teachers and 25 student leaders in an intentional non-probabilistic way, represented by the different specialties studied in the pedagogical school “Raúl Corrales Fornos” of Ciego de Ávila. The processing of the collected information reveals deficiencies in how to conceive institutional evaluation and the determination of variables and indicators to evaluate this process in practice. The research provided the variables and indicators that were implemented to evaluate this center. The systematization workshops demonstrate the relevance of the proposal and the acceptance of the proposed variables and indicators by the experts.