HIGHER EDUCATION TEACHER EVALUATION STANDARDS IN MEXICO AND ARGENTINA

Abstract

This article shows an analysis of the external institutional evaluation and accreditation agencies of Higher Education in Mexico and Argentina. The research framework is centered on theoretical information on educational evaluation, teaching, quality in education, and the role of the teacher. The objective of this research is to compare the evaluation standards of evaluation and accreditation agencies that focus on the Higher Education teacher in Mexico and Argentina. The methodology used is a documentary analysis of the evaluation and accreditation agencies of Mexico and Argentina. The units of analysis were the historical background, national regulations, internal regulations, purposes, functions, internal organization, action mechanisms, evaluation dimensions and scope. It was found that in Mexico, general indicators are used to evaluate teaching performance in teaching activities. In Argentina, evaluation and accreditation standards are focused on the accreditation of undergraduate and graduate programs. It was reaffirmed that the concern about external institutional evaluation and accreditation processes in Mexico and Argentina benefits research activities to the detriment of teaching quality.