Introduction:

Teacher training in the Dominican Republic faces significant challenges that affect the educational quality of the country. Although the main educational policy documents establish the need for training aligned with national and international standards, deficiencies persist in the preparation of education professionals.

Objective:

Propose a quality evaluation model for the teacher training program in Higher Education in the Dominican Republic, with the purpose of contributing to the development of an education that meets the standards established by the 2030 Agenda and responds to the needs of the current educational context.

Methods:

The study is classified as basic research and is based on the principles of materialist dialectics applied to the development of scientific knowledge. For the analysis of training processes in Higher Education, theoretical methods such as analysis-synthesis, induction-deduction, hypothetical-deductive and modelling were used.

Results:

The proposal structures, based on coordination relationships, the projective dimension of the quality evaluation of the teacher training program, with the self-evaluative-evaluative and corrective dimensions of the teacher training program. It includes a set of actions aimed at the practical development of the model that ensure the quality of the program.

Conclusion:

The proposed evaluation model seeks to be a comprehensive tool that promotes a culture of continuous improvement in the educational system. By aligning with solid theoretical frameworks and effective evaluation practices, it is expected to contribute significantly to the professional development of teachers and, therefore, to educational quality in the Dominican Republic.