The impact assessment process of elementary school teachers' development
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Abstract
The changes and transformations currently taking place require primary teachers to upgrade their vocational skills and improve their performance. This article is part of a research that addressed a problem related to the weaknesses in the design and implementation of the impact assessment process for the passing of primary teachers in Pinar del Río. The objective of this article is to propose an approach to the background of the process of impact assessment of the passing of primary education teachers, which will enable future stages of research. The study, which covered the period of "Perfecting the National Education System", from 1959 to the present, used a combined approach of theoretical and empirical methods typical of educational research, where historical analysis -logical and documentary analysis played a central role. In accordance with the procedural requirements of historical-logical analysis, a periodization criterion was defined, which allowed to identify three stages in the historical evolution of the object: 1959-2000, 2001-2015 and 2016-present. In addition, three key indicators were established to characterize each of these stages. As a result, a detailed study of the background of the object in its historical context was obtained. In conclusion, the need to implement a model that will improve the performance of primary education teachers is reaffirmed.
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