Impact of the evaluation of teaching performance on the classroom pedagogical practices of teachers linked through Decree Law 1278 of 2002 of the Santa Lucía Headquarters of the I. E. Simón Bolívar de Garzón (Huila)

Abstract

The teacher evaluation processes enshrined in Decree Law 1278 of 2002 generate dissonance for teachers in relation to professional training and particular conceptions of classroom practices. Therefore, this study aims to identify the impact of the evaluation of teaching performance on the classroom pedagogical practices of teachers linked by Decree Law 1278 of 2002 of the Santa Lucía headquarters of the I.E. Simón Bolívar de Garzón (Huila). The methodology designed with a qualitative approach was developed based on the ethnographic method, in a sample of teachers to whom a focal interview and an observation of pedagogical practices was applied. There was the participation of directors, parents, core director and students, to whom a semi-structured interview was applied. The results show the characteristics of classroom practices, the details
of the perception of the teachers' performance evaluation process and the way in which they collectively build a pedagogical strategy that harmonizes the evaluation of teacher performance and student performance. It is concluded that
the evaluation process contributes to the improvement of pedagogical work, but it is necessary to contextualize it and agree on it with the educational community.