Teacher evaluation and Portfolio: analysis of teachers’ professional performance in Chile
This article explores the results of Teacher Evaluation in Chile during the last decade, especially those of the teacher portfolio and its subdimensions. The results show that, during the last years, unsatisfactory performance in the Teacher Evaluation has increased, mainly among male teachers and t...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Perú |
| Institución: | Pontificia Universidad Católica del Perú |
| Repositorio: | Revistas - Pontificia Universidad Católica del Perú |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/27451 |
| Acceso en línea: | http://revistas.pucp.edu.pe/index.php/educacion/article/view/27451 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher evaluation Teacher portfolio Quality of education Education policy Teacher training Evaluación Docente Portafolio docente Calidad de la educación Política educativa Formación docente Avaliação docente Portfólio docente Qualidade da educação Formação docente |
| Sumario: | This article explores the results of Teacher Evaluation in Chile during the last decade, especially those of the teacher portfolio and its subdimensions. The results show that, during the last years, unsatisfactory performance in the Teacher Evaluation has increased, mainly among male teachers and those who teach History. As regards the portfolio, it is the instrument with the lowest average results each year, especially its indicators of curricular emphasis and use of error for learning; the binary logistic regression indicates that the most favorable profile for an adequate performance in this instrument is linked to the female gender, secondary education, and the mathematics subsector. The conclusions discuss the role and usefulness of the portfolio in Teacher Evaluation and educational policy. |
|---|