Teacher self-assessment. A path for professional growth

Abstract

The study analyzes which strategies and conditions need to trigger an selfassessment on the teacher’s profession. The main theoretical references revolve
around three core category: the theories of self-assessment, the function
of self-evaluating processes for and with teachers, the teachers’s professional
development. The ability to self-assess their didactic performance
seems to influence and modify behavior, perception of self and thinking
about teaching practices, and also to support professional growth.