Complicidad entre autoevaluación y desarrollo profesional: ¿Cómo posibilitarla?

Abstract

This article wants to be a wake-up call about the two-way relationship between self-assessment and professional development. Thinking in terms of growth and professional development involves putting into practice strategies that help to envision improvements and this is only possible through self-assessment methodologies that facilitate learning and professional development. The general objective of this research is to analyze the difficulties that teachers present when it comes to self-evaluating their teaching practice and knowing the degree of training received. 180 teachers from public Early Childhood and Primary Education centers of the Valencian Community for the 2020-21 academic year have participated in this qualitative methodology study. The main results are that 70% of the teachers have not received training in self-assessment and that the main difficulties lie in: the professional routine itself, the individualistic culture, the micropolitical relationships, etc. The formative urgency between self-evaluation, learning and professional development is highlighted and ends with a proposal for action that facilitates the implementation of an authentic self-evaluation in school institutions.