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Modernising the teaching profession has become one of the main goals of contemporary educational system reform. The evaluation of teachers has been integral to the new teacher quality policies and programs. This article provides a comparative and critical analysis of the evaluations that teachers now confront during their professional careers. Examples of teacher evaluation practices and processes from Australia, Canada, the United States, and England are described and analysed.
Marianne A. Larsen (Tue,) studied this question.
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