Evaluation of Teaching Performance in Mexico: From the Teaching Project to the Formative Project

Abstract

The teaching projects are one of the axes that the Mexican government has to evaluate the quality of the performance of teachers in basic and secondary education. The purpose of this article is to present a methodology to approach teaching projects as formative projects so that the evaluation of teachers is not left in a simple administrative process established by law, but contribute to the development of the magisterium talent.  Although teacher performance evaluation has questionable elements, it could contribute to improve teaching if it is sought that students learn to solve problems in a collaborative and ethical way.