Estudio sobre la influencia de las evaluaciones externas institucionales de educación primaria en la acción docenteEl caso de la comunidad de Murcia

Abstract

The research that supports this Doctoral thesis arises from the concern to know and deepen how external institutional evaluations, which are applied to evaluate the Spanish School System, affect and influence the professional performance of teachers, reformulating even, not only the teaching and learning process but the curriculum and evaluation processes. In addition, how this readjustment affects the work with the students of attention to diversity. Methodologically, the Thesis has been framed in the naturalistic and interpretive paradigm, since its interest is to know in depth the professional thought and teaching practices in relation to external evaluations, considering their voices and their actions. That is why the case study of the Autonomous Community of the Region of Murcia (CARM) has been carried out, one of the communities with the greatest ideologicalpolitical connection in the educational context with the LOMCE (2013). As evidence of the research, we can allude to the connection established between the guidelines set by the large educational quality assessment bodies of different countries, such as the OECD and the IEA, with an economistic origin and a business vision of school systems, and its adaptation in the LOMCE and subsequent concretion in the CARM. It becomes the Autonomous Community of development, not only of national regulations but fundamentally of the guidelines of these international organizations in a double sense: a) establishing the curriculum and teaching practices from the achievement of learning standards, based on neoliberal powers (Fernández-Larragueta, 2017); and b) generating two Total Management Quality control instruments such as the aNota – in which the competency standards are registered-, the CAF-Education, -which allows checking weaknesses to reach excellence-, and the PANCE -an economic aid program to develop improvement strategies of evaluated competencies for those centers/teachers with poor outcomes. This new culture of competency assessment based on quality standards has generated certain professional insecurities among teachers to reach the levels that the CARM performance indicators require, supported by external evaluations. Thus, we find ourselves, on the other hand, feeling judged based on the results we can obtain. And, on the other, a modification of their teaching work, to adapt to the competence evaluation system sponsored in those external evaluations, regardless of whether or not they are in a course subject to such evaluations. In this way, we can observe how the pedagogical thought that these external evaluations support, constituted by neoliberal organizations, are internalizing in teaching practices, either out of fear or by legal imposition, to the point of adapting them to those standards and becoming acculturated in that pedagogical epistemology