Abstract

The evaluation of the teachers in Latin America aims to improve the efficiency of the educational systems but the subjectivity has not been part of the studied dimensions. This article identifies the identity strategies used by Chilean teachers to articulate or not articulate to the requirements of the evaluation. The methodology was qualitative. Seven primary teachers were interviewed and their responses were analyzed in their content with the program nvivo 10. The results confirm the deployment of defense strategies and identity adaptation. The consequences differ according to the sense of identity and the personal factors available. Finally, the implications for policy design are discussed based on teaching subjectivity.