Snapshots to re-imagine teacher quality in southern Chile

Considering the important role of teachers in improving learning outcomes, teacher evaluation is considered a priority for educational policy makers. This dissertation addresses three issues related with teacher quality and teacher evaluation in Chile. The first paper examines the political-educational discourse that underpinned the design of the National Teacher Evaluation System (NTES) and the conditions that could potentially favor the implementation of a new system. The second paper explores the levels of alignment and misalignment between teachers’ understanding of quality and the criteria of teacher quality defined in the Framework for Good Teaching (FGT) and evaluated through NTES. The third paper is a methodological reflection on the process of contextualizing qualitative research on teachers and teaching. Together, these papers support rethinking the conceptual and methodological framework of the current teacher evaluation system currently used in Chile

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2016

Author dc:creator

• Hidalgo Standen, Maria Carolina

Contributors dc:contributor

• Greene, Jennifer C
• Schwandt, Thomas A
• Parsons, Marilyn A
• McCarthy, Cameron

• Teacher Evaluation
• Photo Elicitation
• Research Methods
• Teacher Quality

Statement dc:rights

• Copyright 2015 Carolina Hidalgo

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/89124

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/89124