<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582024000300264</article-id>
<article-id pub-id-type="doi">10.15359/ree.28-3.18487</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelos de evaluación docente de la enseñanza en línea]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher Evaluation Models for Online Teaching]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modelos de avaliação de professores para ensino online]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vélez-Loor]]></surname>
<given-names><![CDATA[Jessica Monserrate]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Manabí Facultad de Filosofía, Letras y Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Manabí ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>3</numero>
<fpage>264</fpage>
<lpage>283</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582024000300264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582024000300264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582024000300264&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  Uno de los principales problemas que se evidencia en la educación superior es la falta de innovación dentro de los procesos formativos en contextos en línea, por lo que el presente estudio realiza una revisión bibliográfica de los modelos de evaluación docente.  Objetivo.  Conocer los modelos de evaluación docente que se utilizan en la modalidad en línea en la enseñanza de educación superior.  Análisis.  La búsqueda se realizó en las bases de datos WoS, Scopus, Google Académico y Dialnet, teniendo en cuenta la producción comprendida en el periodo 2010-2021. La investigación tiene un enfoque cualitativo, ya que describe aspectos generales y específicos de los modelos de evaluación docente a nivel mundial con énfasis en Latinoamérica. Para disminuir el riesgo del sesgo se siguieron las recomendaciones de la declaración Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Además, se utilizaron las recomendaciones que plantea Alexander (2020) en la Review of Educational Research, donde diseña una guía metodológica para realizar revisiones sistemáticas en el ámbito educativo. Se aplicaron criterios de inclusión y exclusión, y la muestra final quedó conformada por 22 estudios.  Resultados.  Se demuestra que existe poca producción científica de los modelos de evaluación docente en la enseñanza en línea a nivel mundial, lo que genera un reto para seguir realizando futuras investigaciones en esta temática.  Conclusiones.  La evaluación del desempeño docente busca entender el trabajo del profesorado desde múltiples perspectivas, incluyendo la del estudiantado y el personal directivo, lo cual requiere un diseño riguroso, enfocado en mejorar los procesos formativos mediante la identificación de competencias y áreas de oportunidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  One of the main problems that is evident in higher education is the lack of innovation within training processes in online contexts, which is why this study carries out a bibliographic review of teacher evaluation models.  Objective.  The paper aims to know the teacher evaluation models that are used in the online modality in higher education teaching.  Analysis.  A search was carried out in the WoS, Scopus, Google Scholar and Dialnet databases, considering production included in the period 2010-2021. The research has a qualitative approach since it describes general and specific aspects of the teacher evaluation models worldwide, with an emphasis on Latin America. To reduce the risk of bias, the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement were followed. In addition, the recommendations proposed by Alexander (2020) in the Review of Educational Research were used, where the author designs a methodological guide to carry out systematic reviews in the educational field. Inclusion and exclusion criteria were applied so that the final sample consisted of 22 studies.  Results.  It was demonstrated that there is little scientific production of teacher evaluation models in online teaching worldwide, which creates a challenge to continue conducting future research on this topic.  Conclusions.  The evaluation of teaching performance seeks to understand the work of teachers from multiple perspectives, including that of the student body and management staff, which requires a rigorous design, focused on improving training processes by identifying competencies and areas of opportunity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Um dos principais problemas evidentes no ensino superior é a falta de inovação nos processos de formação em contextos online, razão pela qual este estudo realiza uma revisão bibliográfica de modelos de avaliação de ensino.  Objetivo.  Conhecer os modelos de Avaliação de Ensino utilizados na modalidade online no ensino superior.  Análise.  A busca foi realizada nas bases de dados WoS, Scopus, Google Acadêmico e Dialnet, levando em consideração a produção compreendida no período 2010-2021. A pesquisa tem abordagem qualitativa por descrever aspectos gerais e específicos do professor, modelos de avaliação em todo o mundo, com ênfase na América Latina. Para reduzir o risco de viés, foram seguidas as recomendações da declaração Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Além disso, foram utilizadas as recomendações propostas por Alexander (2020) na Review of Educational Research, onde desenha um guia metodológico para realizar revisões sistemáticas no campo educacional. Foram aplicados critérios de inclusão e exclusão, e a amostra final ficou conformada por 22 estudos.  Resultados.  Demonstra-se que há pouca produção científica de modelos de avaliação de professores no ensino online em todo o mundo, gerando um desafio para continuar realizando pesquisas futuras sobre este tema.  Conclusões.  A avaliação do desempenho docente procura compreender o trabalho dos professores sob múltiplas perspectivas, incluindo a do corpo discente e do corpo diretivo, e para tanto exige um desenho rigoroso, focado na melhoria dos processos de formação, identificando competências e áreas de oportunidade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[enseñanza en línea]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[profesores cualificados]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[online teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[Quality education]]></kwd>
<kwd lng="en"><![CDATA[qualified teachers]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[ensino online]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[revisão sistemática]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[Educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[professores qualificados]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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