Teacher Performance Appraisal as a Formative Experience: A Case Study in Two Teachers’ Training Schools in Benguela, Angola-Reference-Cited by-同舟云学术

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Teacher Performance Appraisal as a Formative Experience: A Case Study in Two Teachers’ Training Schools in Benguela, Angola

Published:2020-09-02 Issue:5 Volume:17 Page:132-156
ISSN:1814-6627
Container-title:Africa Education Review
language:en
Short-container-title:Africa Education Review

Author:

Abelha Marta¹^ORCID,Jesus Paulo²^ORCID,Fernandes Sandra³^ORCID,Albuquerque Ana Sílvia³^ORCID,Vidal Angélica⁴^ORCID

Affiliation:

1. Ceis20, Universidade de Coimbra, Portugal, INPP, Universidade Portucalense, Portugal, LE@D, Universidade Aberta, Portugal

2. Centro de Filosofia, Universidade de Lisboa, Portugal, Universidade Portucalense, Portugal

3. INPP, Universidade Portucalense, Portugal

4. Universidade Katyavala Bwila, Angola

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/18146627.2021.1959357

Reference63 articles.

1. Teacher evaluation following reform: the Israeli perspective

2. Interrupting the Success–Failure Binary in Teacher Education: Our Experience of Foucault’s Panopticon

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1. Teacher appraisal system and professional learning. Insights from Italian school principals’ and teachers’ views on multiple sources of data and indicators;Professional Development in Education;2023-10-24

2. A decade of quality assurance in higher education (QAiHE) within sub-Saharan Africa: a literature review based on a systematic search approach;Higher Education;2023-06-23

3. Human Resource Management and Employee Relations in Angola: Challenges and Opportunities;Employee Relations and Trade Unions in Africa;2023

4. Online Training for Special Education Teachers on Supporting Behavior for Students with Intellectual Disabilities in Saudi Arabia;EURASIAN J EDUC RES;2022

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