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https://hdl.handle.net/1822/68360
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Campo DC | Valor | Idioma |
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dc.contributor.author | Flores, Maria Assunção | por |
dc.contributor.author | Derrington, Mary Lynne | por |
dc.date.accessioned | 2020-11-30T15:36:33Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Maria Assunção Flores & Mary Lynne Derrington (2018) Improving teacher evaluation: key issues for appraisers in a globalised era, Teachers and Teaching, 24:3, 203-208, DOI: 10.1080/13540602.2018.1427017 | por |
dc.identifier.issn | 1354-0602 | - |
dc.identifier.uri | https://hdl.handle.net/1822/68360 | - |
dc.description.abstract | [Excerpt] International educational reforms have taken many forms and one of the most widespread is the emphasis on quality assurance of the teaching force. Consequently, teacher evaluation accountability policies have emerged worldwide. Policy-makers in many countries espoused the belief that improving teaching quality will lead to educational success (Barzanò & Grimaldi, 2013). More specifically, reformers promoted teacher evaluation as the best vehicle for judging quality and assuring that every classroom has a highly qualified teacher. A look at the international literature reveals that teacher evaluation has attracted many researchers and policy-makers. Although policies vary in substance, procedures and pace of implementation, various teacher evaluation models have been implemented worldwide (OECD, 2013). Globalisation has escalated demands for accountability policies while revealing local implementation differences of those policies in practice (Barzanò & Grimaldi, 2013; Flores & Derrington, 2017; Magno, 2013). Moreover, competitive and performance-related teacher evaluation policies have been introduced and pressure to implement them has been evidenced from international organisations (OECD, 2009, 2013). Acknowledging that similar accountability policies might generate different local results, Magno (2013, p. 203) states that leaders across contexts ‘face similar challenges, demands and are increasingly interconnected through international agencies and testing regimes’. Research has demonstrated the influence of school leadership in fostering teacher learning and development (Flores, 2004) as well as the key role and the complexity of school leadership in implementing policy initiatives by making sense of them (Flores 2009, 2010, 2012; Flores & Derrington, 2017; Vekeman, Devos, & Tuytens, 2015). [...] | por |
dc.description.sponsorship | Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562 | por |
dc.language.iso | eng | por |
dc.publisher | Taylor & Francis Ltd | por |
dc.relation | info:eu-repo/grantAgreement/FCT/5876/147313/PT | por |
dc.rights | restrictedAccess | por |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | por |
dc.title | Improving teacher evaluation: key issues for appraisers in a globalised era | por |
dc.type | journalEditorial | por |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | https://www.tandfonline.com/doi/full/10.1080/13540602.2018.1427017 | por |
oaire.citationStartPage | 203 | por |
oaire.citationEndPage | 208 | por |
oaire.citationIssue | 3 | por |
oaire.citationVolume | 24 | por |
dc.date.updated | 2020-10-01T23:08:34Z | - |
dc.identifier.doi | 10.1080/13540602.2018.1427017 | por |
dc.date.embargo | 10000-01-01 | - |
dc.subject.fos | Ciências Médicas::Ciências da Saúde | por |
dc.subject.wos | Social Sciences | - |
sdum.export.identifier | 7302 | - |
sdum.journal | Teachers and Teaching: Theory and Practice | por |
Aparece nas coleções: | CIEC - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Flores e Derrington 2018.pdf Acesso restrito! | 427,24 kB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons