Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/2008
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dc.contributor.authorVinhais, Paula-
dc.contributor.authorAbelha, Marta-
dc.date.accessioned2017-12-13T12:46:13Z-
dc.date.available2017-12-13T12:46:13Z-
dc.date.issued2015-
dc.identifier.citationVinhais, P., & Abelha, M. (2015). Supervision and appraisal of Foreign Language Teachers' performance. Procedia Social and Behavioral Sciences, 174, 783–790. doi:10.1016/j.sbspro.2015.01.615pt_PT
dc.identifier.issn1877-0428-
dc.identifier.urihttp://hdl.handle.net/11328/2008-
dc.description.abstractThis article deals with collaborative practices of teachers in the context of teacher evaluation. For this purpose and following a theoretical framework that is previously explained, we proceed to the presentation of partial results obtained in the framework of an ongoing study. In conclusion, and based on the available empirical evidence, we discuss the effect(s) of the teacher evaluation, assessing in particular, its role as a factor of induction or inhibition of collaborative practices.pt_PT
dc.language.isoengpt_PT
dc.rightsopenAccess-
dc.subjectCollaborationpt_PT
dc.subjectEvaluation of teaching performancept_PT
dc.subjectProfessional developmentpt_PT
dc.titleSupervision and appraisal of Foreign Language Teachers' performance.pt_PT
dc.typeconferenceObjectpt_PT
dc.peerreviewedyespt_PT
degois.publication.firstPage783pt_PT
degois.publication.lastPage790pt_PT
degois.publication.locationParispt_PT
dc.identifier.doidoi:10.1016/j.sbspro.2015.01.615pt_PT
Appears in Collections:INPP - Comunicações a Congressos Internacionais / Papers in International Meetings

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