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vol.19 número2Evaluation policies and educational quality. A critical analysis in the context of external evaluation of schools, in PortugalQuality of higher education and emerging contexts índice de autoresíndice de materiabúsqueda de artículos
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Avaliação: Revista da Avaliação da Educação Superior (Campinas)

versión impresa ISSN 1414-4077

Resumen

GATTI, Bernardete Angelina. Evaluation, quality and teacher professional development. Avaliação (Campinas) [online]. 2014, vol.19, n.2, pp.373-384. ISSN 1414-4077.  http://dx.doi.org/10.1590/S1414-40772014000200006.

The paper discusses three basic questions: Which evaluative perspective do we take when carrying out an educational evaluation? What do we mean by quality? and What do we mean by professional development? It raises different perspectives in the evaluative processes, which determine attitudes and impacts, raises the problem and the dilemmas with regard to defining teacher quality, remembering that a teacher's work is different from other activities since it involves a high degree of subjectivity. Furthermore, the paper approaches the issue of professional development, taking the perspective of evolutions/revolutions in the different life cycles of a teacher, in the realm of adult human development, associated with his working space. It deals, then, with some current evaluative forms and ends up reminding that the way of initiating and implementing evaluative processes places formative and attitudinal demands on evaluators and evaluatees.

Palabras clave : Evaluation; Teacher evaluation; Professional quality; Professional development; Evaluations models.

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