Teacher self-assessment

Self-assessment invites the teacher to examine their teaching methods, teaching strategies, interaction with students and the impact of their work on learning. This includes evaluating both classroom activities and forms of evaluation and feedback.

The level of mastery of the areas of teaching development is visualized, as well as one's own abilities and knowledge in specific areas, such as mastery of the subject, the ability to motivate students, the use of educational technologies and pedagogical innovation, with the purpose of identifying areas for improvement.

It also allows the teacher, in this reflective process, to contrast the results obtained from the survey of teaching opinion in the opinion of the students and establish a correlation of these with teaching practices, thus being able to develop an action plan that leads him to improve one's own practice within the classroom. It is important for the teacher to ask himself if the students achieved the learning objectives and to what extent the strategies applied contribute to these results.

The self-assessment must culminate with the definition of areas for improvement and the establishment of professional development goals, which may include the search for new methodologies, continuous training or the incorporation of technological innovations in the classroom, either within the Flexible Training Program and Teacher Development, or some other program related to their function.

Teacher self-assessment is based on theories of metacognition and the self-regulated learning, where the teacher takes an active role in his improvement process, aligning himself with continuous training models, as suggested by Schön (1983) in his concept of “reflective professional”. This is essential in the context of teaching professionalization and the search for educational excellence.