In 2003, Chile began to implement a teacher evaluation and incentives policy to strengthen the teaching profession and the quality of education. Using a qualitative case study, we analyzed the discourses of municipal schools administrators, principals and teachers in two municipalities with contrasting local teacher evaluation and incentive policies. The results showed each policy entailed different meanings around teachers work and identity. From the administrators perspective local policies were used to devalue the national policy but from teachers' perspectives, the national policy was used to devalue the local policies.
|Translated title of the contribution||Disputes about meaning and identity: The local construction of teachers' work in the context of evaluation and performance incentive policies in chile|
|Number of pages||12|
|State||Published - 2013|