Teacher evaluation in Chile: highlights and complexities in 13 years of experience
Author
dc.contributor.author
Avalos Bevan, Beatrice
Admission date
dc.date.accessioned
2018-08-06T20:07:53Z
Available date
dc.date.available
2018-08-06T20:07:53Z
Publication date
dc.date.issued
2018
Cita de ítem
dc.identifier.citation
Teachers and Teaching, 24: 3, 297-311
es_ES
Identifier
dc.identifier.other
10.1080/13540602.2017.1388228
Identifier
dc.identifier.uri
https://repositorio.uchile.cl/handle/2250/150676
Abstract
dc.description.abstract
The 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).