Resumo

VELASQUEZ, María Teresa; NOVOA FORERO, Martha Amparo  e  MAYORGA GONZALEZ, Martha Ruth. Scholastic organisation: a point of departure for evaluating teachers. Innovar [online]. 2006, vol.16, n.28, pp.93-110. ISSN 0121-5051.

This article has emerged from consultancy work done for the Colombian Ministry of Education in 2005, leading to "A guide for evaluating teachers' probation period" (aimed at those applying for posts in 2004-2005). The article establishes some references for contextualising Colombia's current educational setting. The school constitutes the point of departure for teacher-evaluation within three distinct scenarios: pedagogical work in the classroom, the types of internal organisation and relationships with the immediate community and physical and social settings. A particular teacher's performance in each of these scenarios was analysed, expressed as intentional action manifest in competence, constituting the content of the teacher evaluation at all levels from pre-school to finalising middle-school education. The article sets out the competence-based parameters used for evaluating teachers in all three school scenarios during the probation period.

Palavras-chave : context; scenario; school; evaluation; intentional action; professional competence within a teacher-evaluation setting.

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