Nivel de idoneidad que tienen las egresadas de la LEP 2011-2015 en relación con el Examen de Ingreso al Servicio Profesional Docente 2015

Rubén González Mora; Rufo Estrada Solís; María de Lourdes Padilla Higareda

doi:10.33010/recie.v3i2.2071

Vol. 3 No. 2 (2017): Enero-diciembre

E) Procesos de formación y actores de la educación

Level of suitability that graduates of the LEP 2011-2015 have in relation to the Entrance Exam to the Professional Teaching Service 2015

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Rubén González Mora,
Rufo Estrada Solís,
María de Lourdes Padilla Higareda

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Rubén González Mora
Escuela Normal No. 3 de Toluca, México

Rufo Estrada Solís
Escuela Normal No. 3 de Toluca, México

María de Lourdes Padilla Higareda
Escuela Normal No. 3 de Toluca, México

DOI: https://doi.org/10.33010/recie.v3i2.2071

Published 2017-01-02

Keywords

Suitability,
teaching competences,
teaching performance
Idoneidad,
competencias docentes,
desempeño docente

How to Cite

González Mora, R., Estrada Solís, R., & Padilla Higareda, M. de L. (2017). Level of suitability that graduates of the LEP 2011-2015 have in relation to the Entrance Exam to the Professional Teaching Service 2015. RECIE. Revista Electrónica Científica De Investigación Educativa, 3(2), 1257-1264. https://doi.org/10.33010/recie.v3i2.2071

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

Based on the results of the study corresponding to phase two of the Institutional Program of Follow-up to Graduates, regarding the process of entering the labor field, by means of the Entrance Examination to the Professional Teaching Service (EEPTS), we start analyzing the variable of "suitability" the sheets issued by the National Institute for the Evaluation of Education (NIEE) issue to each of the 72 cases that submitted to said examination. An adequate level of suitability is recognized at the beginning, with 86% in terms of frequency, however, in the weighted analysis, it is found that only 34% possess the recommendable levels, since they approved the two types of EISPD evaluations. Likewise, areas of opportunity are recognized based on seven recommendations generated by the NIEE at the moments of the examination, aspects that constitute the axis of academic reflection of the institutional collective, for the generation of proposals for improvement to be considered in subsequent generations.