Modelo de asociación entre la evaluación docente y la política pública sobre desarrollo profesional: discursos del profesorado de la educación media técnico profesional de Valparaíso
Problematizing educational public policy on Professional Teacher Development (Law 20.903) in relation to the Professional Teacher Performance Evaluation System in Chile (Law 19.961) is fundamental for the improvement of the performance practice of the country's education professionals, since...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/42576 |
| Acesso em linha: | https://hdl.handle.net/10533/42576 |
| Access Level: | acceso abierto |
| Palavra-chave: | Humanidades Otras Humanidades |
| Resumo: | Problematizing educational public policy on Professional Teacher Development (Law 20.903) in relation to the Professional Teacher Performance Evaluation System in Chile (Law 19.961) is fundamental for the improvement of the performance practice of the country's education professionals, since this association has not been free of tensions. For this reason, this evaluative research intends to determine, by means of an association model, the distinctive elements of the discourses of the teachers of the Differentiated Formation of the Secondary Technical Professional Education of Valparaíso on Teacher Evaluation and the principles of the public policy on Teacher Professional Development. From a qualitative and phenomenological perspective, data are collected on the association between the regulations of teacher training from the visions of the Professional Technical teachers, through structured surveys and open interviews, carrying out a structural analysis of the discourse, which allows 8 determining the elements that make up the discourse of the teachers that make up the sample. The results obtained through the implementation of the association model show multivariate discourses between Teacher Evaluation and Professional Development. On the one hand, there is a discourse with positive elements, which presents the possibility of reflecting on evaluative practices, referring to collaborative work and teacher conceptualization. On the other hand, there are certain discourses with elements to improve, referring to the fact that professional development is a process poorly associated with teacher evaluation, which has a low impact on classroom practice, being a utopian mechanism that is far from the reality of a classroom. |
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