ERIC Number: EJ694978
Record Type: Journal
Publication Date: 2004-Mar
Reference Count: 35
Teacher Regulatory Forces and Accountability Policies in Chile: From Public Servants to Accountable Professionals
Research Papers in Education, v19 n1 p67-85 Mar 2004
In the last four years teacher performance evaluation in Chile became a major policy issue involving teachers, politicians, the media, school management, and education authorities. The discussion highlighted the unresolved question of how to insure teaching quality and reduce incompetence in classrooms and schools to the benefit of pupil learning and education. At the time of writing this paper, the three main partners involved in the discussions -- teachers represented by their union, municipalities as managers of publicly funded schools and Ministry of Education authorities -- have signed an agreement to implement a system of teacher performance evaluation. To reach this point has meant a host of transactions on the part of all those concerned as well as an enormous change in the traditional understanding that teachers have of themselves and of their work. It also signals a different concept of the role of the State as guardian of education to the one that dominated practically all of the twentieth century. This paper traces the three major concepts involved: teacher identities in relation to the State, teachers as professionals responsible for the quality of their work, and the current dominant principles of competitiveness and accountability. In so doing, it focuses historically on policies related to the teaching profession as well as on key political change situations that provide light on the current situation.
Descriptors: Foreign Countries, Teaching (Occupation), Municipalities, Teacher Effectiveness, Accountability, Teacher Evaluation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Chile