Teaching performance in the Complementary English Courses at URACCAN, Nueva Guinea Campus

Abstract

This research has evaluated the teachers´ performance in the Complementary English Courses of the University of the Autonomous Regions of the Nicaraguan Caribbean Coast-Nueva Guinea Campus, during the first semester, 2018. The study is based on a methodology with a mixed approach, endorsed by a descriptive design and exploratory scope, therefore, instruments were applied as guides for the documentary review of printed and electronic materials, as well as questionnaires with a Likert scale to university teachers and students. The main findings show the responsibility of teachers in lesson planning; the learning organization; the evaluation system used in the courses; communication processes and interpersonal relationships; team work; the motivation level and its incidence in the teachers practice. It is concluded that the pedagogical capacities of the teachers are very good, that is to say, most of them provide tools for the students to promote their personal development and that of their community, through motivation strategies; however, they do not aim to develop relevant methodologies to facilitate the educational process, especially in intercultural gender relations.