| Sumario: |
For superior education institutions, to get integrated to improving processes in teaching, is a major and effective challenge to assure educative quality due to a more demanding society and an aggressive competitive working market.
The new challenges in superior education make us think about the urgent need of an integral check of academic processes, with the purpose to assure them to guarantee the academic quality, in a futuristic, dynamic, efficient and flexible university that offers suitable answers to the demands of the country. In this sense, the Universidad Autonoma de Chiriqui, takes this innovative challenge in the topic of academic quality in a responsible way based on the law 511 of July 2010.
In this line, the current study has like a general objective to evaluate the reach of quality indicators in the teaching management, in the pre grade programs of the Accounting School, in the Accounting and Business of the Administration Faculty in the Universidad Autonomy de Chiriqui.
This is a descriptive level investigation; and because of its paradigm it is a mixed investigation identifying qualitative characteristics and a quantitative statistic treatment. The design is transversal. The study population are students of pre grade in the Accounting School, teachers, directors and academic vice rector of the educative institution. The instruments to collect the information were questionnaires, interviews; the gotten results are presented through charts and graphics.
The results of this investigation propose an instrument with a series of indicators that every university teacher should consider to prepare and develop quality classes, setting the teacher like a knowledge mediator in the processes teaching and learning; who guides, and mediate from the political point of view, ideological, psychological, sociological and pedagogical.
The research work states ideas to remodel the current evaluation of institutional teacher performance, so it can generate proposals to improve not only in a quantitative way but to incorporate the qualitative study of performance and competence.
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