A Global Approach to Analyze Teacher Performance Evaluation in Higher Education

• In Event: International Education Across the Years

Abstract

A comparative study was implemented at two public universities in Portugal and Spain, with the purpose of identifying the perceptions of the faculty about the teacher evaluation model in place. To that end, 28 semi-structured interviews were carried out using a comparative approach in its design. The results indicate that teachers find contradictions in the stated goals of teacher performance assessment in higher education. It is perceived as an external imposition and a very poor democratic process, mostly quantitative and with uncertain consequences. The main focus of this proposal is, in line with the work carried out by Holloway (2019), to examine how international trends in teacher evaluation policies determine teachers’ working conditions in different higher education contexts

Authors

• Tania Gómez Sánchez, University of Coruña

• Begoña Rumbo Arcas, Universidade da Coruña

• Maria Alfredo Moreira, University of Minho