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Authordc.contributor.authorAvalos Bevan, Beatrice 
Admission datedc.date.accessioned2018-08-06T20:07:53Z
Available datedc.date.available2018-08-06T20:07:53Z
Publication datedc.date.issued2018
Cita de ítemdc.identifier.citationTeachers and Teaching, 24: 3, 297-311es_ES
Identifierdc.identifier.other10.1080/13540602.2017.1388228
Identifierdc.identifier.urihttps://repositorio.uchile.cl/handle/2250/150676
Abstractdc.description.abstractThe paper examines the process of establishing a teacher evaluation system in Chile and its acceptance by teachers over time. The conceptual base upon which the system was established is described. Evidence is also examined from a variety of data sources and research related to the evaluation system as well as teachers' use of its results. This evidence includes information from an external review of the system noting tensions between the formative versus accountability purposes of the evaluation system and that are being attended to in the new Teacher Professional Development Law (2016).es_ES
Lenguagedc.language.isoenes_ES
Publisherdc.publisherTaylor & Francises_ES
Type of licensedc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile*
Link to Licensedc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
Sourcedc.sourceTeachers and Teachinges_ES
Keywordsdc.subjectTeacher performance evaluationes_ES
Keywordsdc.subjectImpact of evaluation instrumentses_ES
Keywordsdc.subjectFormative and accountability purposeses_ES
Keywordsdc.subjectExternal review and policy responseses_ES
Títulodc.titleTeacher evaluation in Chile: highlights and complexities in 13 years of experiencees_ES
Document typedc.typeArtículo de revista
Catalogueruchile.catalogadortjnes_ES
Indexationuchile.indexArtículo de publicación ISIes_ES


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Attribution-NonCommercial-NoDerivs 3.0 Chile
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Chile