Evaluate the rural and multigrade primary school teacher. Considerations from the competency-based approach (Original).

Abstract

The objective of this article is to provide elements to evaluate rural and multigrade teachers under the competency-based approach. For this purpose, two discussion groups were organized with elementary school teachers who work in rural and multi-grade schools in Mexico in order to listen to their voices and draw on their experiences to establish competencies based on the work they have done in these contexts. The competency-based approach has been implemented in primary school since 2009 and although there have been enormous transformations in education, it continues to be basic in the curricula. Among the results, the importance given to the teacher-community relationship stands out, that is, the development of competencies to relate, coexist and work in community is proposed, in addition to including different actors (parents, students, members of the locality) to carry out evaluation tasks. It should be clarified that the approach to evaluation is formative in nature, as it seeks to provide key aspects to improve teaching practice.