Evaluation as a keystone of the teaching profession
DOI:
https://doi.org/10.7346/-fei-XXI-02-23_11Keywords:
teaching profession, assessment in education, evaluation in teaching, teacher assessment practices, professionalism in teaching, educational excellenceAbstract
Teaching is recognized as a profession in many countries that have adopted structured public education systems. There are, in fact, some aspects that lack clear conceptual and organizational recognition, such as: the distinction between professionalism and professional style, the social demands of teachers’ associations in the name of professional autonomy, ongoing discussions on the definition of the knowledge and skills that constitute the professional profile. This paper explores how teachers’ assessment of learning contributes to the overall context, and it does so with a perspective on the pivotal role of teachers’ assessment in relation to professionalism and teacher professionalization. By examining the intricate dynamics of teachers’ assessment practices, it illuminates the transformative power of evaluation in shaping the teaching profession and driving educational excellence. The study provides valuable insights into the multifaceted nature of professionalism and underscores the critical role played by assessment in fostering professional growth and enhancing student learning outcomes.
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