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Abstract
The main goal of this article is to review recent experience of effective teaching recognition policies in Latin America. The article examines the main issues related to the recognition of teaching by summarizing experiences of awards to teachers in the region, describing their results and limitations. The article outlines the most important characteristics of the awards’ initiatives: background, goals and outreach, institutional design, participating actors, functioning methodology, selection criteria, achieved impacts and resources. The authors discuss their potential role in the strengthening of teaching’s social prestige and recognition of effective teaching in the region.
Notes
1. In fact, another study conducted in England – using a survey carried out in a sample of teachers – placed teaching below surgeons, lawyers, medical doctors, notaries, veterinarians, accountants, consultants, head teachers/principals of schools and police officers (Hargreaves et al. 2006)
2. According to some authors, there are two matters that are often considered to assess occupational status. First, a formal status has to be considered, that is, the place that teaching has in the legislations and the regulations of each country (Fernández Pérez 1995). Second, a semantic status has to be considered. In other words, whether teaching is visualized as a profession and who perceives it – or doesn’t – in such a way. Both matters are strongly conditioned by the functioning of teachers’ organizations and, in particular, how they have historically connected with other social actors, specially the state (Hoyle Citation2001).
3. Some interesting examples are: in Australia, National Awards for Quality Schooling, Australian Scholarships Group (National Excellence in Teaching Awards), The Australian College of Educators NSW Quality Teaching Awards; in the United Kingdom, Teaching Awards; in Canada, Ontario Premier’s Awards for Teaching Excellence, Ontario Teaching Federation Award; in the United States, National Teachers Hall of Fame, Illinois Golden Apple, Milken Family Foundation National Educator Awards, The NEA Foundation Awards for Teaching Excellence, American Stars of Teaching, Walmart Teacher of the Year Awards.
4. Some analysis of award experiences – but mainly at the university level – can be found in Cross (Citation2001) and Menges (Citation1996).
5. For more information visit the website http://antigo.revistaescola.abril.com.br/premiovc/.
7. See Universidad de los Andes. Evaluación de impacto del Premio Compartir al Maestro. Mimeo. 2008, in http://www.premiocompartiralmaestro.org/graficas/investigaciones/investigaciones.html.
8. 100 points is often the maximum grade on a 1–100 scale in many Latin American countries.
9. An UGEL (Unidad de Gestión Educativa Local) is a local administrative office of the Ministry of Education.
10. Teachers, principals and technical-pedagogic staff at the preschool level are required to pass two ENAMS with more than a score of 85 points in each one. Teachers, principals and technical-pedagogic staff at the primary and secondary school level are required to pass five ENAMS with a grade of more than 85 points in each one.