test The contribution of evaluation to teachers’ professional development: Forms, types, and strategies|Preschool and Primary Education

Η συμβολή της αξιολόγησης στην επαγγελματική ανάπτυξη των εκπαιδευτικών: Μορφές, τύποι και στρατηγικές

pdf (ελληνικά)
Published: Nov 26, 2025
Versions:
2025-11-26 (1)
DOI: https://doi.org/10.12681/ppej.40378
Keywords:
formative assessment teachers’ professional development self-assessment peer evaluation peer observation
Tania Kolympari
Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών; Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης
https://orcid.org/0000-0003-0049-0030
Abstract

This article explores the contribution of evaluation to the professional development and advancement of educators, focusing on the forms, dimensions, and strategies that enhance its effectiveness. It delves into the theoretical dimensions of professional development and its key characteristics, while examining types of formative evaluation such as self-assessment and peer evaluation. The study highlights the importance of formative evaluation as a mechanism for fostering collaboration, feedback, and reflection, emphasizing that its implementation within supportive frameworks can improve teaching practices. Finally, the article proposes strategies that strengthen the connection between evaluation and continuous professional development, contributing to the improvement of teaching quality and learning outcomes.

Article Details
  • Section
  • Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
References
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Αvalos, B. (2022). Teacher Professionalism and Performance Appraisal: A Critical Discussion. In J. Manzi, Y. Sun, & M. R. García (Eds.), Teacher Evaluation Around the World. Teacher Education, Learning Innovation and Accountability (pp. 93-109). Springer, Cham. https://doi.org/10.1007/978-3-031-13639-9_5
Bell, A., & Mladenovic, R. (2008). The benefits of peer observation of teaching for tutor development. Higher Education, 55(6), 735–752. https://doi.org/10.1007/s10734-007-9093-1
Borgmeier, C., Loman, S. L., & Hara, M. (2016). Teacher self-assessment of evidence-based classroom practices: preliminary findings across primary, intermediate and secondary level teachers. Teacher Development, 20(1), 40–56. https://doi.org/10.1080/13664530.2015.1105863
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass Inc.
Cosh, J. (1999). Peer observation: A reflective model. ELT Journal, 53(1), 22–27. https://doi.org/10.1093/elt/53.1.22
Creemers, B., Kyriakides, L., & Antoniou, P. (2013). Teacher professional development for improving quality of teaching. Springer.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Deci, L. E., & Ryan, M. R. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
Dogan, S., & Adams, A. (2020). Augmenting the effect of professional development on effective instruction through professional communities. Teachers and Teaching, 26(3–4), 326–349. https://doi.org/10.1080/13540602.2020.1832064
Eurydice (2021). Teachers in Europe: Careers, development and well-being. Eurydice report. Publications Office of the European Union.
Foucault, M. (1988). Technologies of the self. In L. H. Martin, H. Gutman, & P. H. Hutton (Eds.), Technologies of the self: A seminar with Michel Foucault (pp. 16-49). University of Massachusetts Press.
García, E. C. (2024). Peer feedback for teaching professional development: conditions for it to take effect. Cogent Education, 11(1), 1-15. https://doi.org/10.1080/2331186X.2024.2391577
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750. https://doi.org/10.1177/003172170308401007
Jacobsen, C., Hvitved, J., & Andersen, L. (2014). Command and motivation: How the perception of external interventions relates to intrinsic motivation and public service motivation. Public Administration, 92(4), 790-806. http://dx.doi.org/10.1111/padm.12024
Hammersley‐Fletcher, L., & Orsmond, P. (2004). Evaluating our peers: is peer observation a meaningful process? Studies in Higher Education, 29(4), 489–503. https://doi.org/10.1080/0307507042000236380
Hamilton, E. R. (2012). His ideas are in my head: peer-to-peer teacher observations as professional development. Professional Development in Education, 39(1), 42–64. https://doi.org/10.1080/19415257.2012.726202
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hargreaves, A., & O’Connor, M. T. (2018). Collaborative Professionalism: Teaching Together Means Learning for All. SAGE Company.
Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. Routledge.
Hollar, N., Kuchinka, D. G. J., & Feinberg, J. (2022). Professional development opportunities and job satisfaction: A systematic review of research. Journal of International Management Studies, 22(1), 10–19. http://dx.doi.org/10.18374/JIMS-22-1.2
Κασσωτάκης, Μ. (2018). Αξιολόγηση των σχολικών μονάδων και των εκπαιδευτικών πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης. Εκδόσεις Γρηγόρη.
Κολυμπάρη, Τ. (2022). Συγκριτική ανάλυση των τρόπων αξιολόγησης των εκπαιδευτικών σε συγκεντρωτικά και αποκεντρωτικά συστήματα: ενδεικτικά παραδείγματα από χώρες της Ευρωπαϊκής Ένωσης. Στο: Σ. Γ. Σούλης & Μ. Λιακοπούλου (Επιμ.), Πρακτικά Διεθνούς Επιστημονικού Συνεδρίου: Εκπαίδευση στον 21ο αιώνα: Σύγχρονες Προκλήσεις και Προβληματισμοί (τόμος Α’, σσ. 1376-1391). Gutenberg.
Kennedy, A. (2014). Models of continuing professional development: a framework for analysis. Professional Development in Education, 40(3), 336–351. https://doi.org/10.1080/19415257.2014.929293
Marzano, R. J., & Toth, M. (2013). Teacher evaluation that makes a difference: A new model for teacher growth and student achievement. ASCD.
Ματσαγγούρας, Γ. Η. (Επιμ.) (2019). Επιμόρφωση των εκπαιδευτικών, επαγγελματική μάθηση, ανάπτυξη και διαμορφωτική αξιολόγηση του έργου τους. Εκδόσεις Γρηγόρη.
OECD (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. TALIS, OECD Publishing. Διαθέσιμο στο: https://www.oecd.org/en/publications/talis-2018-results-volume-i_1d0bc92a en.html
OECD (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing. Διαθέσιμο στο: https://www.oecd.org/en/publications/talis-2018-results-volume-ii_19cf08df-en.html
O’Leary, M. (2014). Classroom observation: A guide to the effective observation of teaching and learning. Routledge.
Ozga, J. (2000). Policy research in educational settings. A contested terrain. Open University Press.
Παπαναούμ, Ζ. (2014). Υποστηρίζοντας την επαγγελματική ανάπτυξη των εκπαιδευτικών: αρχές και πρακτικές της επιμόρφωσης. Στο Ζ. Παπαναούμ, & Μ. Λιακοπούλου (Επιμ.), Υποστηρίζοντας την επαγγελματική ανάπτυξη των εκπαιδευτικών (σσ. 13-20). ΥΠΑΙΘ.
Πασιάς, Γ. (2024). Το σχολείο ως «Οργανισμός και Κοινότητα Μάθησης». Στο Α. Μπρούζος, Α. Εμβαλωτής, & Τ. Κολυμπάρη (Επιμ.), Συμβολές και στάσεις στις επιστήμες της αγωγής. αφιερωματικός τόμος προς τιμή των καθηγητών Αθανάσιου Γκότοβου και Παναγιώτη Παπακωνσταντίνου (σσ. 223-236). Εκδόσεις Γρηγόρη.
Ross, J. A., & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146-159. https://doi.org/10.1016/j.tate.2006.04.035
Thurlings, M., & den Brok, P. (2017). Learning outcomes of teacher professional development activities: a meta-study. Educational Review, 69(5), 554–576. https://doi.org/10.1080/00131911.2017.1281226
Vangrieken, K., Grosemans, I., Dochy, F., & Kyndt, E. (2017). Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers’ autonomy and collaborative attitude. Teaching and Teacher Education, 67, 302-315, https://doi.org/10.1016/j.tate.2017.06.021
Ventista, O. M., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1), 1-19. https://doi.org/10.1016/j.ssaho.2023.100565
Vescio, V., Ross, D., & Adams, A. (2008). A Review of research on the impact of professional learning communities on teaching practices and student learning. Teaching and Teacher Education, 24, 80-91. http://dx.doi.org/10.1016/j.tate.2007.01.004