<?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>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552023000100001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Vigencia de la teoría de Vygotski: Desarrollo cognitivo, mediación y el problema de la evaluación de los profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[Validity of Vygotsky's theory: cognitive development, mediation and the problem of teacher evaluation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilchez Tornero]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cuenca Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552023000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552023000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552023000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo:  El concepto de desarrollo cognitivo es esencial en nuestra sociedad actual. Es patente la falta de nivel de inteligencia humana en las situaciones más cotidianas y, especialmente, en el ámbito educativo, que debería ser precisamente el gran promotor de dicho desarrollo. Actualmente, se están invirtiendo cantidades ingentes de recursos en un sistema educativo que no está teniendo los resultados deseados. La falta de preparación y, sobre todo, de criterios de evaluación adecuados de los docentes provocan el patente retraso social que sufrimos actualmente (adolecemos de ciudadanos). Una buena evaluación y, consecuente, criba de los profesores es sustancialmente necesaria para la mejora del sistema educativo actual. Las evaluaciones actuales adolecen de uno de los conceptos esenciales en la psicometría: la validez. La correcta definición de los conceptos de desarrollo cognitivo -el fin último de la educación- y mediación -el proceso en el que el profesor debería asistir- es la base para definir, a su vez, el concepto de calidad docente. Este artículo tiene como objetivo argumentar la necesidad de evaluar la calidad del docente de la Educación Superior a partir del desarrollo cognitivo que se consigue en los alumnos a través de la mediación del profesor.  Métodos:  El autor se apoya en Vygotski y en Owen para el apropiado entendimiento del constructo base: desarrollo cognitivo. En este sentido, desde principios del siglo XX, Vygotski ya apuntaba que el verdadero desarrollo cognitivo se realiza en base al esfuerzo del individuo y a la preparación de los agentes mediadores que le ayudan a entender e interiorizar el mundo.  Resultado:  Se puede encontrar en la literatura una buena definición de desarrollo cognitivo y una mejor manera de desmembrarlo (desde el punto de vista de la Psicología experimental) en las Funciones Ejecutivas (FEs) que habilitan al sujeto a adaptarse de mejor manera al medio.  Conclusión:  Con la definición operacional del constructo de calidad docente como aquel mediador que ayude a desarrollar las FEs de los estudiantes se cumple con el objetivo de perfeccionar la evaluación del docente. Ahora sólo sería cuestión de construir una herramienta fiable que representase esta validez del constructo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective:  The concept of cognitive development is essential in our current society. The lack of human intelligence in everyday situations and, especially, in the educational field, which should be precisely its greatest promoter, is evident. Huge amounts of resources are currently being invested in an educational system that is not getting the desired results. The lack of preparation and, above all, of educational professionals&#8217; assessment criteria is what causes the social backwardness that we are currently suffering (scarcity of real citizens). A proper evaluation of teachers is substantially necessary for the improvement of the current educational system. Current teachers&#8217; evaluations suffer from one of the essential concepts in Psychometrics: Validity. A clear definition of the concepts of cognitive development -the ultimate goal of education- and cognitive mediation -the real role of teachers- are needed for achieving a sound understanding of teaching quality. This paper aims at suggesting that the process of assessing of Higher Education professors&#8217; performance should be based on their pupils&#8217; cognitive development and how they manage to mediate that process.  Methods: Taking into account the contributions of Vygotsky and Owen, the author contributes to the understanding of the notion of cognitive development In this sense, since the beginning of the 20th century, Vygotsky already pointed out that true cognitive development is carried out based on the effort of the individual and the preparation of the mediators that help individuals to understand and to internalize the surrounding world.  Result:  A good definition of cognitive development and a better way to define it from the point of view of Experimental Psychology in the Executive Functions (EFs) can be found in the literature; these EFs enable subjects to better adapt to the environment.  Conclusion:  The objective of this study has been achieved based on the operational definition of the teaching quality construct as the mediator that helps students to develop EFs. Now, it would only be a matter of devising and a reliable questionnaire for assessing that construct validity.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[efectividad docente]]></kwd>
<kwd lng="es"><![CDATA[logro estudiantil]]></kwd>
<kwd lng="es"><![CDATA[desarrollo mental]]></kwd>
<kwd lng="es"><![CDATA[pensamiento]]></kwd>
<kwd lng="en"><![CDATA[teacher effectiveness]]></kwd>
<kwd lng="en"><![CDATA[student achievement]]></kwd>
<kwd lng="en"><![CDATA[mental development]]></kwd>
<kwd lng="en"><![CDATA[thought processes]]></kwd>
</kwd-group>
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