Teacher evaluation: its means, purposes, and transcendence

Abstract

The evaluation of teacher´s performance, implies to recognize that teaching is evaluated, a task that is imminent social, of people interaction, of construction processes, dialogues, it is communicative. In its realization it is necessary to recognize its complexity because it involves people, social and cultural practices, that’s why, the use of tests, written evidence or questionnaires, as teachers’ evaluation items reduces the possibilities to derive professional training strategies. In this work they are presented the results of an investigation made with teachers of Elementary school in the city of Chihuahua, Mexico. For it, from the interpretive paradigm, discussion groups were held, that allowed to rescue expectations and diverse points of view, experiences, emotions and perceptions of the participants that are translated into meanings that have the concretion of policies focused on teachers, discursively, to improve education.