<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202023000400565</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de la calidad de la formación docente universitaria: revisión y análisis de modelos]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of the quality of university teacher training: review and analysis of models]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dixiana Martínez]]></surname>
<given-names><![CDATA[Milgian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de Honduras, (UNAH)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Honduras</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>4</numero>
<fpage>565</fpage>
<lpage>574</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202023000400565&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202023000400565&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202023000400565&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del artículo es identificar las características principales, objetos de evaluación, roles, fases, dimensiones y categorías de análisis de 17 modelos de evaluación de programas de formación, clásicos y contemporáneos, con miras a aportar al análisis de la calidad de la formación del profesorado universitario. Se encontró que la mayor parte de los modelos fueron construidos para ámbitos distintos a la formación del profesorado, aunque permiten una adaptación pertinente en este campo; en ese sentido, predomina una evaluación de control, principalmente los modelos clásicos, y un enfoque orientado a la toma de decisiones, que muchas veces tiene implicaciones de mejora, aunque esto no siempre es así. Asimismo, se identificaron dimensiones similares en ambos grupos de modelos, como: los objetivos, contenidos, modalidades y estrategias, y mecanismos para el seguimiento y mejora de los procesos formativos en el marco de los programas. Se encontró que un modelo, el procesual para el desarrollo de estándares de calidad para programas de formación docente a través de aprendizaje abierto y a distancia, preparado por Marcelo en 2008, tiene un enfoque de calidad total, y comprende diferentes dimensiones, categorías y modalidades, buscando adaptarse a los distintos formatos en que se puede desarrollar la formación docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of the article is to identify the main characteristics, objects of evaluation, roles, phases, dimensions and categories of analysis of 17 models of evaluation of training programs, classic and contemporary, with a view to contributing to the analysis of the quality of the training of the university teachers. It was found that most of the models were built for areas different than teacher training, although they allow pertinent adaptation in this field; in this sense, a control evaluation predominates, mainly the classic models, and a decision-oriented approach, which often has implications for improvement, although this is not always the case. Likewise, similar dimensions were identified in both groups of models, such as: the objectives, contents, modalities and strategies, and mechanisms for monitoring and improving the training processes within the framework of the programs. It was found that a model, the procedural model for the development of quality standards for teacher training programs through open and distance learning, prepared by Marcelo in 2008, has a total quality approach, and includes different dimensions, categories and modalities, seeking to adapt to the different formats in which teacher training can be developed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Calidad de la formación]]></kwd>
<kwd lng="es"><![CDATA[Evaluación de la calidad]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Evaluación de programas]]></kwd>
<kwd lng="es"><![CDATA[Modelos de evaluación]]></kwd>
<kwd lng="en"><![CDATA[Training quality]]></kwd>
<kwd lng="en"><![CDATA[Quality assessment]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Program evaluation]]></kwd>
<kwd lng="en"><![CDATA[Evaluation models]]></kwd>
</kwd-group>
</article-meta>
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