EVALUATION OF THE QUALITY OF UNIVERSITY TEACHER TRAINING: REVIEW AND ANALYSIS OF MODELS

The objective of the article is to identify the main characteristics, objects of evaluation, roles, phases, dimensions and categories of analysis of 17 models of evaluation of training programs, classic and contemporary, with a view to contributing to the analysis of the quality of the training of the university teachers. It was found that most of the models were built for areas different than teacher training, although they allow pertinent adaptation in this field; in this sense, a control evaluation predominates, mainly the classic models, and a decision-oriented approach, which often has implications for improvement, although this is not always the case. Likewise, similar dimensions were identified in both groups of models, such as: the objectives, contents, modalities and strategies, and mechanisms for monitoring and improving the training processes within the framework of the programs. It was found that a model, the procedural model for the development of quality standards for teacher training programs through open and distance learning, prepared by Marcelo in 2008, has a total quality approach, and includes different dimensions, categories and modalities, seeking to adapt to the different formats in which teacher training can be developed.