| Summary: | Teaching, education and the educational systems in general have gained increasing importance and have been confronted with new challenges, new contexts, new ways of seeing and thinking about education, new approaches and new learning contexts. Faced with the rapid evolution of technology and the information society, we need to think and reflect, establishing new platforms of action and intervention. It is in this context that the discussion about the purpose and the quality of teaching and education emerge as a new paradigm of today's societies. Teacher training, professional development, the strategies of reflection-cooperation, reflective school and reflective teacher assume particular relevance, establishing itself as a privileged mean of promoting action and development. The adoption of supervisory mechanisms, of which the evaluation of the teaching performance, and the performance of students, but also of the school as a thinking organization part, are of particular importance, for it is the basic part of all of the schools work, in its mission to train and teach. It is in this framework and in this context that we understand the pedagogical supervision and intervention and we frame the assessment of teaching performance, albeit in a critical perspective further reading may be possible. |
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