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Teachers and Teaching
theory and practice
Volume 24, 2018 - Issue 3
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Articles

Teacher evaluation in Portugal: persisting challenges and perceived effects

Maria Assunção FloresInstitute of Education, University of Minho, Braga, PortugalCorrespondence[email protected]
Pages 223-245 | Received 10 Apr 2017, Accepted 05 Jan 2018, Published online: 12 Mar 2018

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Helen M. Hazi. (2022) Reconsidering the dual purposes of teacher evaluation. Teachers and Teaching 28:7, pages 811-825.
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Marta Abelha, Paulo Jesus, Sandra Fernandes, Ana Sílvia Albuquerque & Angélica Vidal. (2020) Teacher Performance Appraisal as a Formative Experience: A Case Study in Two Teachers’ Training Schools in Benguela, Angola. Africa Education Review 17:5, pages 132-156.
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Rachel Garver. (2020) Evaluative relationships: teacher accountability and professional culture. Journal of Education Policy 35:5, pages 623-647.
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Sølvi Lillejord & Kristin Børte. (2020) Trapped between accountability and professional learning? School leaders and teacher evaluation. Professional Development in Education 46:2, pages 274-291.
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