THE PERCEPTION OF TEACHERS REGARDING THE EVALUATION OF THEIR PROFESSIONAL PRACTICE: IN SEARCH OF EDUCATIONAL QUALITY
Main Article Content
Abstract
The final objective of the research is to inform their suggestions to improve the evaluation of the evaluation practice, which sought to respond not only to the need to evaluate, but also to the relevance of such evaluation and how it leads to the improvement of the quality of education. This qualitative interpretative research aims to give a voice to teachers in Colombia, exploring the perception, in a broad sense, of Colombian teachers in relation to their evaluation. Starting from their perceptions in the sense of sensation, emotion/feeling and passing through their ideas/impression/belief/conception of the phenomenon, we arrive at the verbalization of their perception in the sense of purpose/intuition/representation, and the expression of their proposals to improve the evaluation of teachers.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Albanel, X. (2009). Evaluation work. Inspection in secondary education. Toulouse: Editions Octares.
Altet, M. (2002). A Research Approach to Teaching Practice: Plural Analysis. French Journal of Pedagogy, 138, 85-93.
Altet, M. (2003). Characterize, explain, and understand teaching practices in order to contribute to their evaluation. In F. Tupín (coord.): International Journal of Educational Sciences: Les Dossiers des Sciences de l'Éducation. The effectiveness of teaching practices? 10, 31-34. Tolosa: Mirail University Press.
Altet, M. (2014). Control in Teacher Education: A Tool for Professional Development? In O. Maulini and M. Gather Thurler: Teaching, a job under control? Between professional autonomy and the standardization of work. editor of the FSE.
Audigier, F. (2004). The evaluation of teachers between respect for the programs and professional complexity. In L. Paquay: Teacher Evaluation: Tensions and Problems. Paris: The Harmattan.
Audigier, F. (2014). Controlling Knowledge: What Content for Which Purposes? In O. Maulini and M. Gather Thurler: Teaching, a job under control? Between professional autonomy and the standardization of work. editor of the FSE.
Bouchamma, Y., Godin, M., Jenkins Godin, C., Lê, T.-H. and Kardouchi, M. (2005). Evaluation of the teaching staff. Escort guide. Moncton: Editions de la Francofona.
Bressoux, P. (2006). History and perspectives of master effect research. In G. Figari & L. Mottier López: Research on evaluation in education. Paris: The Harmattan.
Belair, L. (2008). The excesses of the obligation of results or the art of surfing without a board. In C. Lessard & P. Meirieu (eds.): The Obligation of Results in Education. International developments, perspectives and problems. Brussels: De Boeck.
Chassard, Y., & Jeanbrau, C. (2002). Recognition of primary and secondary school teachers. Diagnosis and proposals. Report prepared at the request of the Higher Council for School Evaluation (France). June 6, 2002.
Joint ILO-UNESCO Committee of Experts on the Application of Recommendations concerning Teachers (CEART). (2015). International trends in teacher evaluation. Information document for the 12th session of the CEART, 20-24 April 2015. Prepared by Janet Looney, European Institute for Education and Social Policy: Paris.
Cros, F. (2004). Career Teacher Evaluation: An International View of Some Cultural Dimensions and Approaches. In L. Paquay: Teacher Evaluation: Tensions and Challenges. Paris: The Harmattan.
Crisan, A. & Tepelea, A. (2004). Assess the teacher's skills? Lessons to be learned from the Romanian experience. In L. Paquay: Teacher Evaluation: Tensions and Challenges. Paris: The Harmattan.
Denecker, C., Breithaupt, S., Grin, 1., Vellas, E., & Veuthey, C. (2014). Controversial control. In O. Maulini and M. Gather Thurler: Teaching, a job under control? Between professional autonomy and the standardization of work. editor of the FSE.
Dooron, R., & Parot, F. (2012). Dictionary of Psychology. (3rd edition). Chariot: Paris. Legendre, R. (2005). Current Dictionary of Education. (3rd ed.). Montreal: Guerin.
Eurydice (The Education Information Network in Europe) (2008). Responsibilities and autonomy of teachers in Europe. Retrieved from: http://www.eurydice.org.
Gather Thurler, M., & Périsset, D. (2014). Teaching and Controlling: Challenge in the Age of Challenge. In O. Maulini and M. Gather Thurler: Teaching, a job under control? Between professional autonomy and the standardization of work. editor of the FSE.
Girard, R. (2004). A promising practice in France: from individual inspection to the portfolio. In L. Paquay: Teacher Evaluation: Tensions and Problems. Paris: The Harmattan.
Gheorghe, V. (2010). Methodology for the evaluation of teaching staff in schools. Skills and tools. PhD thesis. University of Bucharest.
Hadji, C. (2012). Should we be afraid of evaluation? De Boeck: Brussels.
Hutmacher, W. (2004). The evaluation of teachers between bureaucratic regulation and professional regulation. In L. Paquay: Teacher Evaluation: Tensions and Challenges Paris: L'Harmattan.
Jorro, A. (2006). The Ethos of the Evaluator: Between Imagination and Postures. In G. Figari & L. Mottier López: Research on evaluation in education. Paris: The Harmattan.
Jorro, A. and Maurice, J.-J. (2008). From analysis to evaluation of a professional practice. In G. Baillat, J.-M. De Ketele, L. Paquay and C. Thélot: Evaluating to Train: Tools, Devices and Actors. Brussels: De Boeck.
Jorro, A. (2010). Actors' professional development: a new evaluation function? In L. Paquay, C. Van Nieuwenhove and P. Wouters: Evaluation, a lever for professional development? Tensions, Devices, Perspectives (1st ed.). Brussels: De Boeck.
Kassotakis, M. (2004). The evaluation of Greek teachers during their service: attempts, conflicts and problems. In L. Paquay: Teacher Evaluation: Tensions and Problems. Paris: The Harmattan.
Laderrière, P. (2007). Current trends in teacher evaluation. In J. Weiss (ed.): What is the evaluation of teachers at the service of the school? Proceedings of the Seminar of the Association of Inspectors and Principals of Primary Schools of the
French-speaking Switzerland and Ticino. 6-7 December 2007, Leysin. Institute for Educational Research and Documentation (IRDP).
Laderrière, P. (2004). Teacher Evaluation in Industrialized Countries: Current Trends. In L. Paquay: Teacher Evaluation: Tensions and Challenges. Paris: The Harmattan.
Ministry of Education (2001). Teacher training. Directions. Professional skills.
Nicula, F. (2014). The professional development of teachers - the fundamental objective of assessment practices.
OECD (2013). Synergies for Better Learning: An International Perspective on Evaluation and Assessment. OECD Reviews on Evaluation and Assessment in Education.
OECD (2014). TALIS 2013 results. An international perspective on teaching and learning. Paris: OECD.
Paquay, L. (2004). Teacher evaluation. Tensions and problems. Paris: The Harmattan.
Paquay, L. (2005) Towards what evaluation of teachers to promote their professional development and their involvement towards results? Research and Training, 50, 55-74.
Paquay, L. (2006). Teacher evaluation, in tension and in perspective. In G. Figari & L. Mottier López: Research on evaluation in education. Paris: The Harmattan.
Paquay, L., Van Nieuwenhove, C. & Wouters, P. (eds.). (2010). Evaluation, a lever for professional development? Tensions, Devices, Perspectives (1st ed.). Brussels: De Boeck.
Paquay, L. (2014). Control in a Learning Organization: Learning by Doing? In O. Maulini and M. Gather Thurler: Teaching, a job under control? Between professional autonomy and the standardization of work. editor of the FSE.
Perrenoud, P. (2001). The obligation of competence or how to account for work when it is taught? Educator, special issue "Smile, You're Evaluated
Perrenoud, P. (2008). Obligation of competence and analysis of work: accountability in the teaching profession. In C. Lessard & P. Meirieu (eds.): The Obligation of Results in Education. International developments, perspectives and problems. Brussels: De Boeck.
Perrenoud, P. (2014). Coda. Controlling the work of teachers: delicate, complex, expensive, but possible! In O. Maulini & M. Gather Thurler: Teaching, a Profession · under control? Between professional autonomy and the standardization of work. editor of the FSE.
Progin, L. (2010). Control at the heart of schools. Educational café.
Progin, L., Bastos, S., Bolsterli, M., Perrenoud, P. and Vincent, V. (2014). "Dirty Work" or "Hard Work?", in O. Maulini and M. Gather Thurler: Teaching, a Profession Under Control? Between professional autonomy and the standardization of work. editor of the FSE.
Richard, M., & Michaud, P. (1982). The Practice of Teacher Evaluation in New Brunswick, Quebec and Ontario. Journal of Educational Sciences, 8(2), 255-270.
Richard, M., Forgette - Giroux, R., & Michaud, P. (1989). The psychosocial climate of the school and the evaluation of the teaching staff. Journal of Educational Sciences, 15(1), 23-41.
Richard, M., & Michaud, P. (1982). The Practice of Teacher Evaluation in New Brunswick, Quebec and Ontario. Journal of Educational Sciences.
Richard, M., Forgette-Giroux, R., & Michaud, P. (1989). The psychosocial climate of the school and the evaluation of the teaching staff. Journal of Educational Sciences.
Rocquet, J.-P. (2005). Pedagogical inspection at risk of evaluation. Paris: The Harmattan.
Tascovici, DE (2011). Psychopedagogical references for the evaluation of teachers in pre-university education. (Unpublished doctoral thesis)
Ungureanu, N. (2013). Teachers blame the excessive bureaucratization of the certification process. Flux, 201315. (2013, April 19).
Vial, M. (2009). Train to evaluate. Giving You a Problem and Developing Concepts (2nd ed.). Brussels: De Boeck.