Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.3/2219
Título: Teacher evaluation, curricular autonomy and professional development: trends and tensions in the Portuguese educational policy.
Autor: Morgado, José Carlos
Sousa, Francisco
Palavras-chave: Teacher Evaluation
Data: Abr-2010
Editora: Taylor & Francis (Routledge)
Citação: Morgado, J. C. & Sousa, F. (2010). "Teacher evaluation, curricular autonomy and professional development: trends and tensions in the Portuguese educational policy". «Journal of Education Policy», 25 (3), 369-384. http://dx.doi.org/10.1080/02680931003624524.
Resumo: For the past two years, teacher evaluation has been the most visible aspect of educational policy in Portugal. The model that was established in 2008 has prompted not only strong reactions among teachers but also many passionate discussions in the context of the Portuguese society at large. In this article, we discuss issues of teacher evaluation by relating them to issues of teachers' curricular autonomy and professional development, considering that these may be regarded as three pillars of what we envisage as a renewed teacher professionalism that might contribute to improving the quality of teaching and learning. Our analysis of recent measures suggests that a deficit of formative devices in teacher evaluation is narrowing opportunities for teachers' professional development, which, combined with legislative initiatives that limit the alleged promotion of teachers' curricular autonomy, may pose serious threats to the advancement of Portuguese teachers' professionalism.
Descrição: Copyright © 2010 Taylor & Francis.
Peer review: yes
URI: http://hdl.handle.net/10400.3/2219
ISSN: 0268-0939 (Print
1464-5106 (Online)
Versão do Editor: http://www.tandfonline.com/doi/abs/10.1080/02680931003624524#.UiS9Gz-vhFs
Aparece nas colecções:DEDU - Artigos em Revistas Internacionais / Articles in International Journals

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