EVALUACIÓN DEL DESEMPEÑO DOCENTE EN LA EDUCACIÓN BÁSICA

Abstract

Teacher performance evaluation in basic education has become a key element in ensuring educational quality in Colombia. This essay addresses the importance of this process and critically examines the current evaluation system, using a theoretical, qualitative, and interpretative approach. Through the review of official documents from the Ministry of National Education (MEN) and academic literature, the strengths and weaknesses of the current system are identified. The findings highlight that, although teacher evaluation is designed with objective criteria and aims to improve pedagogical practices, it also faces criticism for its potentially punitive nature and implementation challenges. The development sections argue how the current system balances accountability with performance incentives, yet it also generates concern among educators. Finally, a shift is proposed toward a more formative and contextualized model, where feedback and teacher support play a central role. The conclusions emphasize the need to transform teacher performance evaluation into an opportunity for professional growth, suggesting concrete solutions and raising questions for future reflection within the Colombian context.