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- Title
ASOCIACIÓN ENTRE LA EVALUACIÓN DOCENTE Y LA POLÍTICA PÚBLICA SOBRE EL DESARROLLO PROFESIONAL: VISIONES DEL PROFESORADO DE LA EDUCACIÓN MEDIA TÉCNICO-PROFESIONAL DE VALPARAÍSO.
- Authors
Bravo Lepe, Juan Carlos
- Abstract
The study establishes the distinctive elements of teachers' views on the relationship between the Teacher Evaluation that has been carried out since 2004 in Chile (Law 19.961, 2005) and the public policy around the "New Professional Teaching Career" enacted in 2016 (Law 20.903, 2016). The problem was studied by means of pre-established dimensions and categories, which grouped together the distinctive elements of the vision of teachers of the Technical-Professional Secondary Education (from now on EMTP) in the city of Valparaíso, whom started to be evaluated since 2017. The reasons that led to the study of teachers' visions are related to the impact that a national evaluation process has on the professional, occupational, economic and personal training of teachers. Based on the above, the question that guided the publication is the following: What are the distinctive elements of the visions of the evaluated teachers of TVET in the municipality of Valparaíso about the association between teacher evaluation and public policy on professional development? The distinctive elements of both positive and negative views of teachers regarding the association between teacher evaluation and the PDD are presented below. As for the negative views, it is observed that the Teacher Evaluation process has not had a strong impact on teacher training. In this sense, the teaching staff establishes a low effect of the evaluation process on their training. The system has not had enough impact to support the implementation of the Teaching Evaluation, which would be presented as a summative, linear, and ascending evaluative process, which gives a score and allows, in the case of a high percentage of achievement. If high achievement is not met, there is a risk of being excluded from the system, and all that this entails. Among the positive views, a first distinctive element corresponds to the deepening of curricular norms, such as the Framework for Good Teaching, or the laws on Teacher Evaluation (Law 19.961) or the Teaching Career (Law 20.903), since through the course of the evaluation, teachers must study the norms in order to develop the different areas of the portfolio, as is the case of modules. A second positive element concerns terminology, which is related to the concepts to be used in each of the modules and products. In this case, the professors make it known that concepts such as learning objectives, metacognition, teaching methodologies and feedback are constantly used. A third distinctive element is that there is an impact on the possibility of reflecting theoretically on educational practices, and there is a certain methodology and systematization of the work.
- Subjects
VALPARAISO (Chile); CHILE; CAREER development; TEACHER evaluation; LAW teachers; TEACHER training; TEACHING methods; TEACHER development; EMPLOYMENT portfolios
- Publication
Perspectiva Educacional, 2023, Vol 62, Issue 3, p99
- ISSN
0716-0488
- Publication type
Article
- DOI
10.4151/07189729-Vol.62-Iss.3-Art.1282