By Linda Darling-Hammond (auth.), Maria Assunção Flores, Ana Amélia Carvalho, Fernando Ilídio Ferreira, Maria Teresa Vilaça (eds.)
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Additional info for Back to the Future: Legacies, Continuities and Changes in Educational Policy, Practice and Research
Analyses of student outcomes are part of the evaluation of teaching. Faculty and supervisors score these portfolios using standardized rubrics in moderated sessions following training, with an audit procedure to calibrate standards. Faculties use the PACT results to revise their curriculum. In addition, both the novice teachers and the scoring participants describe benefits for teacher education and for learning to teach from the assessment and scoring processes. For example: For me the most valuable thing was the sequencing of the lessons, teaching the lesson, and evaluating what the kids were getting, what the kids weren’t getting, and having that be reflected in my next lesson…the ‘teach-assessteach-assess-teach-assess’ process.
31 ANTÓNIO NÓVOA Second, most of our proposals become unrealistic and unworkable if the profession continues to be distinguished by ingrained individualist traditions or by rigid external regulations. The paradox is well known among historians: the more one talks of teacher autonomy, the more teachers are controlled in various ways, leading to a reduction in their margins for freedom. Professional collegiality, sharing and collaborative cultures cannot be imposed through administrative means or decisions from above.
We need more history, more historical consciousness and more historical understanding because history invites us to be prudent and raises our awareness. History helps us avoid a vision of schools as a place where all problems of “knowledge societies” will be answered. Prophecies of salvation through the school tend to enclose teachers in unreasonable ambitions and blame them for all of the failures of school reforms. Avoiding prophecies of the past and the future help us to understand the importance of education as a public space or, to be more precise, the importance of building the public space of education.