Innovative strategies in the teaching-learning process in light of performance assessment: An application of ProKnow-C
DOI:
https://doi.org/10.14571/brajets.v18.n3.942-960Keywords:
Performance Evaluation, Innovation, Teaching-Learning, ProKnow-CAbstract
To analyze the characteristics of scientific articles that represent the fragment of the literature on Performance Evaluation of innovation in the teaching-learning process, with the aim of identifying gaps to be addressed in future research and highlighting contributions to the field. Methodology: The study employed the Knowledge Development Process-Constructivist (ProKnow-C) as a methodological tool, which supported the selection of a bibliographic portfolio, in addition to conducting bibliometric analysis, systemic analysis, the development of a literature map, and the formulation of a research question. Results: The findings indicated that management processes influence students’ teaching-learning outcomes. It was found that innovation is more effective when the values and perceptions of school decision-makers are incorporated into each organization’s management models. Conclusions: The research concludes that the inclusion of decision-makers in the management processes of teaching-learning is essential to achieving educational objectives and innovating more effectively.
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