Abstract

The four countries in the study each have a higher education system, each with its own structure and organization for university education. It is important to compare teacher evaluation and training processes based on defining and operational concepts. The comparative methodology through documentary analysis allows us to identify transnational experiences, good practices and address common challenges in the evaluation and training of university teachers. This is done to rethink these training processes and face the challenges of the educational system and its surrounding environment. Conclusion: it is necessary to bridge the gaps between theory and practice, propositional knowledge and practical knowledge, and between technical-instrumental rationality and the epistemology of the practice of knowledge. This approach should focus on training from the beginning of academic life, serving new teachers, and advancing training towards training in the fields of knowledge and teaching performance. © Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons