Teachers’ perceptions of a new policy on teacher evaluation

• Author(s): Flores, Maria Assunção
• Date: 2011
• Persistent ID: http://hdl.handle.net/1822/15720
• Origin: RepositóriUM - Universidade do Minho
• Subject(s): Teacher evaluation; Professional development; Policy implementation
• Document Type: Other
• Language: English

Description

This paper draws upon a broader piece of research aiming at investigating the implications of a recent policy on teacher performance appraisal in Portugal for teachers and schools. It focuses mainly upon teachers‟ perceptions in regard to its implementation during the first two years (2008 and 2009). Two case studies were carried out and a combination of methods for data collection was used. Findings suggested that teachers‟ perceptions are marked by uncertainty and skepticism. Amongst the most critical issues are the existence of a quota system, the lack of recognition (and adequate training) of the appraisers, the bureaucratic and summative dimension, and the lack of necessary conditions (including time) to put it into practice. In general, teachers are sceptical in regard to the effects of the new policy on their professional development and on school improvement. However, some positive aspects were also identified by some teachers, namely the emergence of debates and discussion within the teaching profession, the opportunity to reflect upon teachers‟ practice and to change and challenge the previous system which was mainly based on self-evaluation.