Abstract
From the perspective of quality in education, teacher’s assessment is considered a common practice in educational institutions, becoming a means to fulfill the quality expectations coming from the public education policies. In order to achieve this, it becomes necessary to re-signify the meaning of assessment not solely of the professional qualification, but also the personal development of the teacher. This will favor pedagogical practice and shall ease the construction of a form of assessing and its implementation. In such sense, this article presents the experience of teacher’s evaluation that is implemented at Gimnasio Iragua, Bogotá, where this has been conceived based on four aspects: Features, procedures, aims and results
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