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Effect(s) of teacher evaluation on collaborative practices: induction or inhibition?
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Orientador(es)
Resumo(s)
This article deals with collaborative practices of teachers in the context of teacher evaluation. For this purpose and following a theoretical framework that is previously explained, we proceed to the presentation of partial results obtained in the framework of an ongoing study. In conclusion, and based on the available empirical evidence, we discuss the effect(s) of the teacher evaluation, assessing in particular, its role as a factor of induction or inhibition of collaborative practices.
Descrição
Palavras-chave
Collaboration Evaluation of teaching performance Professional development