Resumen

VAZQUEZ-BERNAL, Bartolomé; MELLADO, Vicente; JIMENEZ-PEREZ, Roque  y  MARTOS, Matilde. Evaluation as research subject: The case of a chemistry teacher in secondary education. Educ. quím [online]. 2013, vol.24, n.3, pp.335-342. ISSN 0187-893X.

We describe a case study focused on the evaluation of a secondary education science teacher, addressed from two different approaches: action-oriented reflection and classroom action itself, and how both interact, all under the Complexity Hypothesis. The study comprised two levels - one qualitative, and the other critical in nature. We analyse four scopes of study: objet, purpose, participation and instruments of evaluation. The findings suggested that the teacher was in the midst of the two processes becoming more complex, allowing us to move closer to her possible perspectives of professional development.

Palabras llave : evaluation; complexity and professional development; science teacher.

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