Abstract

ROA-TAMPE, Karin Alejandra. Teacher Evaluation from the Standpoint of Professional Development: The Chilean Case. educ.educ. [online]. 2017, vol.20, n.1, pp.41-61. ISSN 0123-1294.  https://doi.org/10.5294/edu.2017.20.1.3.

Analysis of public policies that frame the task of teaching has been regarded in Chile, from the beginning, as an effort to promote teaching skills that allow for effective learning on the part of students. However, the repercussions these policies have had on the professional development, career paths and occupational identity of teachers, which undoubtedly affect teaching, have been underestimated. This article analyzes the Teacher Professional Performance Appraisal System (SEDPD), which has been used in Chile since 2003. It is understood as a policy tool that seeks primarily to strengthen the profession. This is a qualitative, documentary study with a descriptive scope. The main conclusions are that execution of the system and the effect on teachers’ perceptions have led it to be regarded as a scenario where minimum skills are maintained and possibilities for continuous development are limited.

Keywords : Educational policy; teacher evaluation; professional teacher development; appraisal of professional performance; Chile.

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