<abstract xmlns="http://www.w3.org/1999/xhtml">

The evaluation of teacher’s work has traditionally been a cornerstone of educational systems worldwide, driven by the need to maintain educational standards and ensure teacher accountability. Recognizing the limitations of conventional evaluation practices, a growing movement advocates for a more sustainable and inclusive approach that values the complex nature of teaching.
The aim of the research is to analyse ways for incorporating a more sustainable framework in the assessment of teacher’s daily work.
The data of 73 observed lessons protocols allow concluding that the recorded statistical data provide only a general overview of classroom practices. Qualitative data serve as a valuable tool for gaining in-depth insights into the context of the classroom problems and the direction toward possible solutions.
The main findings of the study: prioritizing student learning and promoting their sustainable development, with an emphasis on independent learning and developing meta-cognitive skills are significant factors of our proposed approach to teacher’s work evaluation, as well as taking into consideration teachers’ beliefs, experience and attitudes in line with the observers’ subjectivity.
</abstract>

The evaluation of teacher’s work has traditionally been a cornerstone of educational systems worldwide, driven by the need to maintain educational standards and ensure teacher accountability. Recognizing the limitations of conventional evaluation practices, a growing movement advocates for a more sustainable and inclusive approach that values the complex nature of teaching.
The aim of the research is to analyse ways for incorporating a more sustainable framework in the assessment of teacher’s daily work.
The data of 73 observed lessons protocols allow concluding that the recorded statistical data provide only a general overview of classroom practices. Qualitative data serve as a valuable tool for gaining in-depth insights into the context of the classroom problems and the direction toward possible solutions.
The main findings of the study: prioritizing student learning and promoting their sustainable development, with an emphasis on independent learning and developing meta-cognitive skills are significant factors of our proposed approach to teacher’s work evaluation, as well as taking into consideration teachers’ beliefs, experience and attitudes in line with the observers’ subjectivity.

A More Sustainable Approach to Evaluating Teacher’s Work

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"A More Sustainable Approach to Evaluating Teacher\u2019s Work"}

The evaluation of teacher’s work has traditionally been a cornerstone of educational systems worldwide, driven by the need to maintain educational standards...

A More Sustainable Approach to Evaluating Teacher’s Work

Data publikacji: 22 lut 2024

Zakres stron: 187 - 200

DOI: https://doi.org/10.2478/jtes-2023-0023

Słowa kluczowe
Evaluation, observation, pedagogy, sustainable, teacher, work

© 2023 Liene Briede et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

A More Sustainable Approach to Evaluating Teacher’s Work

Data publikacji: 22 lut 2024

Zakres stron: 187 - 200

DOI: https://doi.org/10.2478/jtes-2023-0023

Słowa kluczoweEvaluation, observation, pedagogy, sustainable, teacher, work

© 2023 Liene Briede et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
Evaluation, observation, pedagogy, sustainable, teacher, work