Teacher evaluation: an analysis of its impact on narrative identity and educational policy in Colombia
DOI:
https://doi.org/10.61447/20231211/art10Keywords:
Teacher Assessment, Teaching Performance, Educational Policy, Narrative IdentityAbstract
Abstract
This document provides an in-depth examination of teacher assessment within the Colombian context, exploring its influence on teachers' narrative identity and its relationship with educational policy. The text begins by highlighting the significance of teacher assessment in contemporary education and how this practice has become a crucial element in decision-making regarding educators' performance.
The analysis focuses on the interplay between teacher assessment, teachers' narrative identity, and educational policies in Colombia. It argues that teacher assessment has largely adopted an economic perspective, leading to the standardization of teaching performance and a narrow view of teachers as mere task executors, at the expense of their role as intellectuals and cultural workers.
The text underscores the importance of teacher self-assessment as a means to empower teachers to examine their own performance without fear of punitive measures, fostering a dialogue and a democratic relationship with educational policy. It asserts that teacher assessment should not solely be seen as a deficit-based control tool but rather as a means to improve and transform pedagogical practices, tailored to the specific needs and contexts of the diverse Colombian educational landscape.
Ultimately, it suggests that the construction of a collective narrative identity among the teaching faculty and the promotion of democratic dialogue among educational stakeholders are pivotal steps to influence educational policy and ensure that teacher assessment reflects the reality of the teaching and learning processes in Colombia.
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