Abstract

Although teacher collaboration has been widely studied and integrated into education policy for the benefits it provides for teaching and learning, there is little literature on its inclusion in teacher performance evaluation models. This article explores the evaluation of collaborative work in professional development policy in Chile, through exploratory-descriptive qualitative research based on a document analysis of public archives, interviews with policymakers, and interviews with two groups of teachers targeted by policy. The results show a heterogeneity of conceptions of collaborative work in policy and among teachers, difficulty reporting collaboration in the evaluation, and a contrast between the rigor of the correction process and the distrust voiced by teachers. This is in addition to a perception of a lack of feedback and tensions between the formative purposes of the evaluation and its individual consequences for teachers. We discuss the challenges, for education policy and future research, of integrating policies to evaluate teachers and promote collaborative work. © (2024), (Universidad Autonoma de Baja California). All Rights Reserved.