Teacher evaluation in European Compulsory education
DOI:
https://doi.org/10.5944/reec.39.2021.27388Keywords:
teacher evaluation, compulsory education, teacher competenciesAbstract
The analysis of teacher evaluation constitutes a key piece in improving the teaching-learning process and teacher professional development. The European Framework has defined a line of work on teaching competencies that try to respond to the needs of today's society. What are these competences and how are they evaluated within teaching practice? Different European countries design their educational evaluation policies from different perspectives. Selected four representative examples of educational models (Central European, Nordic, Anglo-Saxon, and Southern) of them, a comparative study on teacher evaluation will be carried out, through which this article will try to answer the questions asked. In the first phase, the unit of analysis will be elaborated including the following dimensions: the nature of the evaluation, the assessment of teaching practice, teacher professional development, collection of data from the teaching evaluation, and finally the return of the evaluation results. The unit of analysis will be applied to each of the educational systems with the help the tree of parameters. There is no unified model of teacher evaluation in the four countries. In the different evaluation models analyzed, the teaching competences proposed by the European Commission are not detailed. There is a growing interest on the part of the different educational systems to implement teacher assessment as an element to achieve educational effectiveness. Of the models studied, the best results are the systems with an evaluative culture.
Downloads
References
Bolívar, A. (2008). Evaluación de la práctica docente. Una revisión desde España. RIEE. Revista Iberoamericana de Evaluación Educativa.
Caballero, A., Manso, J., Matarranz, M., y López, J. M. V. (2016). Investigación en Educación Comparada: Pistas para investigadores noveles. Revista latinoamericana de Educación comparada, 7(9), 39-56.
Carbonell, J. (2007). La educación y la escuela ante los cambios sociales. En Blanco, F. (Dir.) El desarrollo de competencias docentes en la formación del profesorado (pp. 9-29). Madrid: M.E.C. Colección Conocimiento Educativo.
Calderhead, J., Denicolo, P. y Day, C. (2012). Research on Teacher Thinking: Understanding Professional Development. New York: Routledge.
Cardús, S. (2007). El desconcierto de la educación. Barcelona: Paidós.
Day, C. (2002). Developing Teachers: The challenges of lifelong learning. Routledge.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence, Education Policy Analysis Archives, 8 (1), Disponible en: http://epaa.asu.edu/epaa/v8n1.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council.
De España, G. (2006). Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín oficial del Estado, 106(4), 17158-17207.
Esteve, J.M. (2003). La tercera revolución educativa: la educación en la sociedad del conocimiento. Barcelona: Paidós.
Gil, L. V. (2006). Los sistemas educativos Europeos y la formación de profesores: Los casos de Francia, Reino Unido, España y Finlandia. Revista entreideias: educação, cultura e sociedade, 10(9).
Isoré, M. (2009), “Teacher Evaluation: Current Practices in OECD Countries and a Literature Review”, OECD Education Working Papers, No. 23, OECD Publishing, Paris. http://dx.doi.org/10.1787/223283631428.
Kotthoff, H. G. (2013). 'New ‘solutions To'old'problems? Recent Reforms In Teacher Education In Germany/ ¿'Nuevas' soluciones a los' viejos' problemas? Reformas recientes en la formación del profesorado en Alemania. Revista Española de Educación Comparada, (22), 73-92.
Lagos, P. M. (2004). Roles para la docencia universitaria concordantes con las demandas educacionales del nuevo siglo. Reencuentro. Análisis de Problemas Universitarios, (40), 1-19.
Marcelo García, C. (2002). Aprender a enseñar en la sociedad del conocimiento. Education Policy Analysis Archives (2002, p. 1-50).
Marina, J., Pellicer, C. Y Manso, J. (2015). Borrador del Libro blanco de la profesión docente y su entorno escolar. Madrid. Recuperado de http://www.mecd.gob.es/mecd/dms/mecd/destacados/libro-blanco-profesion-docente.pdf.
Odendahl, W. (2017). Bildungskrise–PISA and the German Educational Crisis. Journal of education, 209.
Sahlberg, P. (2010). The secret to Finland’s success: Educating teachers. Stanford Center for Opportunity Policy in Education, 2, 1-8.https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Teachers_and_Education_Staff
Sánchez-Tarazaga, L. (2016). Los marcos de competencias docentes: Contribución a su estudio desde la política educativa europea. Journal of supranational policies of education.
Salvador, C. C. (1990). Enseñar y aprender en el contexto del aula. In Desarrollo psicológico y educación (pp. 357-386). Alianza.
Valle, J. & Manso, J. (2017). Lifelong Teacher Education; Ser docente a lo largo de la vida. Sial Pigmalión.
COMISIÓN EUROPEA/EACEA/EURYDICE (2008). Autonomía y responsabilidades del profesorado en Europa Informe Eurydice. Bruselas. doi: 10.2766/78890.
COMISIÓN EUROPEA (2012b). Supporting the Teaching Professions for Better Learning Outcomes Accompanying the document Communication from the Commission “Rethinking Education: Investing in skills for better socio-economic outcomes”. Estrasburgo, SWD (2012) 374 final. http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:PDF
COMISIÓN EUROPEA/EACEA/EURYDICE (2015). La profesión docente en Europa: Prácticas, percepciones y políticas Informe de Eurydice. Luxemburgo: Oficina de Publicaciones de la Unión Europea. doi: 10.2797/06034
COMISIÓN EUROPEA/EACEA/EURYDICE, 2018. La profesión docente en Europa: Acceso, progresión y apoyo. Informe de Eurydice. Luxemburgo: Oficina de Publicaciones de la Unión Europea. doi: 10.2797/917260
EDUCATION DEPARTAMENT (2009), Appendix A. Assessment of Personal Performance, City of Helsinki.
EUROPEAN COMISSION (2004). Common European principles for teacher competences and qualifications. Brussels: Directorate-General for Education and Culture. Available at: http://www.see-educoop.net/education_in/ pdf/01-en_principles_en.pdf.
EUROPEAN COMISSION. (2010). Developing coherent and system-wide Induction Programmes for beginning Teachers. A Handbook for policymeakers. Luxemburgo: Directorate-General for Education and Culture. Recuperado de: http://ec.europa.eu/education/library/publications/handbook0410_en.pdf.
EUROPEAN COMISSION. (2013). Study on Policy Measures to improve the Attractiveness of the Teaching Profession in Europe. Luxemburgo: Oficina de Publicaciones de la Unión Europea. Recuperado de: http://ec.europa.eu/education/library/study/2013/teaching-profession1_en.pdf.
EUROPEAN COMMISSION; Directorate-General for Communication. (2019). Documento de reflexión para una Europa sostenible de aquí a 2030. Luxembourg]: [Publications Office].
EURYDICE (2004). The Teaching Profession in Europe: Profile, Trends and Concerns (Report III: Working Conditions and Pay). Bruselas: Eurydice. Disponible en: http://www.eurydice.org.
EURYDICE (2013). Cifras clave del profesorado y la dirección de centros educativos en Europa. Edición 2013. Informe de Eurydice. Luxemburgo: Oficina de Publicaciones de la Unión Europea. Recuperado de: http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/151ES.pdf.
ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OECD). (2009), "School Evaluation, Teacher Appraisal and Feedback and the Impact on Schools and Teachers", in Creating Effective Teaching and Learning Environments: First Results from TALIS, OECD Publishing, and Paris.http://dx.doi.org/10.1787/9789264068780-7-en.
ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OCDE). (2009). Teacher Evaluation. A Conceptual Framework and examples of Country Practices Recuperado de: www.oecd.org/edu/school/44568106.pdf
ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OCDE). (2010). Specific Policy Recommendations on the Development of a Comprehensive In-Service Teacher Evaluation Framework. Recuperado de http://www.oecd.org/edu/school/48481142.pdf
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (OECD). (2013). Teachers for the 21st century: Using evaluation to improve teaching.
ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OCDE). Education Policy Outlook Finland (2013).
ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OCDE). Education Policy Outlook Spain (2014).
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (OCDE). Education Policy Outlook Germany (2014).
ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OCDE), (2014), Resultados de TALIS 2013. An International Perspective on Teaching and Learning. París: OCDE
ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OCDE). Education Policy Outlook United Kingdom (2015).
ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OECD). (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Revista Española de Educación Comparada
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Acknowledgement – Non Commercial (by-nc): Generation of derivated Works is allowed as long as a commercial use is not developed. The original work cannot be used with commercial aims.
This journal does not apply any fee to the authors by the filing or processing of articles.
