Integrative evaluation: a new conception in the training of teachers specializing in Construction

Abstract

Evaluation is closely linked to the quality of educational processes. However, in the Bachelor of Education in Construction program, changing practices means introducing designs, methods, and active methodologies capable of integrating the pedagogical and technical dimensions, as well as establishing unity among the different stakeholders. The purpose of this article is to describe the design of an integrative evaluation pedagogical model for the training of students pursuing a Bachelor of Education in Construction degree. The data justifying the study were collected through document analysis and surveys of professors, specialists, and company tutors. As a result, an integrative evaluation pedagogical model was developed through the application of the holistic dialectical method. This model promotes a change in entrenched educational practices that no longer reflect the current conditions under which this training process takes place.