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1.
Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement. 相似文献
2.
中小学教师评价现状的个案调查--从促进教师专业发展的角度 总被引：4，自引：0，他引：4
本文以我国新近的中小学课程改革为背景,随机选取了上海的三所初中和一所小学,以及广西南宁市一所重点高中的部分教师为样本,采用问卷和访谈的形式,调查了中小学教师评价的现状。以建构促进教师专业发展的教师评价制度为指导思想,主要从评价理念、评价指标设置、评价方法和评价结果的使用四个角度,分析我国现行中小学教师评价所存在的突出问题,同时就如何在学校层面建立完善的促进教师专业发展的教师评价制度提出若干建议。 相似文献
3.
Kathy Hall Beryl Webber Steve Varley Vanessa Young Peter Dormant 《Cambridge Journal of Education》1997,27(1):107-122
This paper is based on semi‐structured interviews with 59 Year 2 teachers across 45 schools in one LEA. It documents their practice of and attitudes to teacher assessment and it proposes a developmental model which describes and explains their approaches. The assessment of process skills is analysed and the effects of assessment on children's learning and teachers’ practice are discussed. The manageability of teacher assessment is also examined. The findings are linked with previous and subsequent studies on teacher assessment and suggestions for further research, based on these outcomes, are offered. 相似文献
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5.
Jean Murray 《Teachers and Teaching》2013,19(1):143-160
Abstract This article reports on research analysing how primary initial teacher educators define and participate in research activities. A representative sample of teacher educators in one institution in the UK were interviewed in depth to identify individuals' perceptions of the place of research in their work. All the interviewees saw their most important role as teaching and supporting students. In all cases, research was seen as a low priority. Engagement in research was seen as moving away from the practical, school and student centred world of primary initial teacher education towards a more conventionally ‘academic’ world. The established researchers within the teacher education community were seen as a privileged elite. Two clusters of factors which influence these perceptions are defined as: firstly, the effects of the changing nature of the institution and internal structures it has generated in response to national changes; and secondly, the ways in which the interviewees define their work its conditions and its underlying values. These factors and the tensions they cause are explored in relation to the pressures placed on the teacher education communities by the 1996 Research Assessment Exercise and the development of increased partnerships with schools. 相似文献
6.
Elizabeth Garber 《The International Journal of Art & Design Education》2002,21(2):132-145
The status, content, and social factors influencing craft education in Finland, a standard subject in comprehensive schools, were examined during interviews with craft teachers, craft teacher preparers, and educational administrators. In this paper, the following areas are examined: How are crafts defined? What rationales and cultural and social factors keep craft education robust and what factors threaten it? What is perceived as the future of craft education? The status, content, and social factors influencing craft education in Finland, a standard subject in comprehensive schools, were examined during interviews with craft teachers, craft teacher preparers, and educational administrators. In this paper, the following areas are examined: How are crafts defined? What rationales and cultural and social factors keep craft education robust and what factors threaten it? What is perceived as the future of craft education? interviewees for teaching craft in schools fell into five categories: craft provides 1) cognitive development in several dimensions, 2) learning about living in the world, 3) Finnish traditions and culture, 4) social and individual growth, and 5) a break from the demands of academic subjects. All interviewees seemed to agree that teaching crafts in Finland is changing in terms of how teachers are prepared, who writes curriculum, the content of the curriculum, and the configuration of craft in the comprehensive school curriculum. Some interviewees portended a decline in craft education in public schooling, while others embraced change as part of nation building. 相似文献
7.
ABSTRACT This paper explores how six English primary school teachers enact assessment and attainment-focused policy and asks what this performative policy work does and whether it shapes or requires a new kind of primary teacher subjectivity. The paper draws on a small study of policy enactments in two primary schools in Greater London in order to discuss two dimensions of policy enactment that emerged from our data: first, shifting assessment regimes in primary schools which create an enactment environment of second-guessing policy; second, a shift in focus from the individual child to targeted groups that raises questions about more traditional primary school values. The paper concludes with a reflection on the effects of contradictory values and practices and how this policy context creates a form of ‘doing without believing’ in the English primary school. 相似文献
8.
Research in teacher education repeatedly suggests that the background and underlying beliefs held by pre-service teachers about teaching and assessment act to shape their interpretations of ideas, powerfully influencing their praxis and their developing teacher identity. This paper explores how a young New Zealand secondary science teacher, raised and educated in Māori-medium and then English-medium New Zealand schools, develops his identity as a teacher as he navigates a range of educational contexts and experiences. His views on assessment provide a focus. The paper presents a case study drawn from a two-year longitudinal study, comprising a series of interviews with the teacher, as he transitioned from a university graduate to a qualified science teacher working in his first school. The complexity of teacher identity development is highlighted, particularly for teachers for whom cultural identity and indigenous world view is important. It suggests that beginning teachers need more time in their pre-service teacher education to reflect on the influence their formative educational experiences have on who they are becoming as a teacher. 相似文献
9.
Tony Bowers 《Education 3-13》2013,41(3):73-80
Managers in 281 schools of all types in 20 LEAs in England completed a survey about teacher absence and its causes. This paper reports reasons for teachers' long-term absences in those schools, examining the link between age and ability to report for work. Head teachers' views on the impact of school stress on teacher attendance are also explored. For schools educating children between the ages of 3 and 13 (excluding secondary schools), the main reasons for teacher sickness absence, whether brief or long-term, are reported. These are considered in the context of what is known about stressful working conditions and their effects on both mental and physical health. 相似文献
10.
同行评价:美国中小学教育评价的重要方式 总被引：7，自引：0，他引：7
同行评价是美国中小学开展教学评价所采取的一种重要方式,能够实现教师在评价中的民主参与,促进全体教师的专业发展,提高教学评价结果的信誉程度。同行评价过程包括教师评价员的选择与培训、课堂教学观察、教学档案袋审阅、教师同伴讨论等重要环节。为在我国中小学有效地实施同行评价,学校应当健全制度保障,为评价人员提供有利的支持条件,同时,评价双方要坚持诚信原则。 相似文献
11.
Lyna David Wei Loong Hung Sau Kew Chong 《Educational Research for Policy and Practice》2016,15(2):131-146
This paper reports the findings of a study which aims to examine the processes and effectiveness of the collaboration between teachers in their professional learning which some Singapore schools are currently engaged in. The learning process attempted to raise the profile of teacher professionalism in classroom alternative assessment through action research. A total of nine schools participated in this two-year study. Participants included teachers and school leaders. Guided by a university researcher and supported by a cluster superintendent and school leaders, the collaboration helped familiarise teachers with alternative ways of assessing student learning, connect theories with practice in their classroom assessment, and acquire the skills of doing research. Facilitated by a structure that supports the development of partnerships between teachers from different schools, the collaboration focused on teachers working on a common task. The data reveal how teachers took ownership of their own learning through this process and led their peers in their respective schools in curriculum customisation through alternative assessment practices. Such an education reform process, which has driven the effectiveness of the collaborative teacher learning in promoting teachers’ instructional practices, is analysed from four dimensions, namely, (a) macro level (systemic reform), (b) school level (school improvement plans), (c) teacher level (teacher community), and (d) micro level (classroom level). This paper concludes with a discussion of the challenges in sustaining teacher collaboration across schools in Singapore. 相似文献
12.
探究既是科学学习的目标,又是科学学习的方式。它不仅关注学生的动手能力,更关注学生的思维发展。教师应在课堂上通过各种方式促进学生思维的发展,如在观察的基础上了解学生,从而对他们提出质疑,为他们设置挑战,对他们的科学记录内容予以反馈等,所有这些都具有学习性评价的特征。在小学科学课上,如何运用学习性评价来促进学生的探究活动及他们的思维发展是一个非常值得探讨的问题。 相似文献
13.
刘文华 《山东教育学院学报》2014,(1):40-45
我国中小学师资配置存在城乡、校际不均衡的现象,建立合理的教师流动制度是消除不均衡现象的重要举措.日韩两国有着规范的教师流动制度,在教师资源的均衡配置方面取得了显著的成效.我国可借鉴日韩两国的经验,通过保障流动教师的待遇,制定相应的政策法规及相关配套措施,建立教师流动的评价制度.循序渐进地推进教师的合理流动等措施,逐步建立起适合我国国情的教师流动制度,推动城乡、校际师资配置的均衡发展. 相似文献
14.
This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. Tensions were often accompanied by feelings of helplessness, frustration or anger, and the teachers had a strong desire to learn to cope with them. Because of their negative impact on beginning teachers’ professional development, it is important that teacher educators and mentors in schools pay serious attention to tensions like these that relate to beginning teachers’ professional identity. 相似文献
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Ruth Marlow Brahm Norwich Obioha C. Ukoumunne Lorraine Hansford Siobhan Sharkey Tamsin Ford 《Assessment in Education: Principles, Policy & Practice》2014,21(4):412-426
Assessing Pupils’ Progress (APP) arose from a government drive to increase the amount of teacher-based assessment within school and to make this consistent across schools. We conducted semi-structured interviews with head teachers to gain insight into how their schools applied APP and we compared the APP levels for English and Maths, provided by teachers across 11 schools for 72 pupils, to a standardised assessment (Wechsler Individual Achievement Test-II; WIAT). There was a strong correlation between the APP and WIAT for literacy but not for numeracy. Head teacher interviews revealed that APP is used differently across schools and at times is used in a way inconsistent with government guidance, which raises the question of how teacher assessments are used and their purpose. Questions that should be considered are; how is moderation used in schools, what is the function(s) of teacher assessments and what is good practice in relation to these assessments? Clarity about the function of assessments is of vital importance as is ensuring that assessments are meaningful to teachers, pupils, families and schools, especially in light of the weight that can be placed on teacher assessments for all these groups. 相似文献
17.
Christopher R. Gareis 《Educational Assessment, Evaluation and Accountability》2007,20(1-2):17-20
We live in an era in which standardized assessments play a necessary and important role in the mission of our public schools to provide equal and equitable educational opportunity to all students. However, our focus on summative accountability measures often has an eclipsing effect on the equally important role of formative assessment practices in the classroom. This article describes why and how formative assessment should be integral to classroom teaching, and it suggests the importance of focusing on teachers’ instructionally-based, formative assessment competencies through our teacher evaluation systems. 相似文献
18.
This paper analyzes the relationship between teacher evaluation policies in Chile and Uruguay, teacher professional development, and teacher performance effectiveness. The analysis tries to understand the extent to which the existing processes for teacher evaluation stimulate an improvement in the quality of teaching. The comparison of two national cases with similar educational results but radically different educational policies allows the authors to take a close look within the ‘black box’ of educational policy-making. The paper is based on in-depth analysis of the PISA survey to heads of schools and in-depth interviews with teachers, heads, and key informants. The paper finds that policies aiming to strengthen teacher development and teacher performance through teacher evaluation cannot be understood in dichotomist ways; lack of attention to teachers’ perspectives and unintended effects of policy implementation can lead to marginal effects. Uruguay, where teacher evaluation policies have weak practical effects, has managed to obtain similar educational results to Chile. However, the experience of Chile shows that teacher evaluation can have an effect on teacher professional development and, in the long run, this may have an effect on the quality of teaching and student results. 相似文献
19.
Leonidas Kyriakides 《牛津教育评论》2013,39(5):521-545
This paper reviews educational effectiveness theory, concentrating on the time stability of the teacher and school effect. The contribution of longitudinal studies investigating the long‐term effect of schools and teachers to modelling educational effectiveness is discussed. Findings of a longitudinal study on the progress of students (N=1681) in mathematics during their first four years at the primary school are presented. Results of this study reveal that traditional approaches of measuring educational effectiveness tend to overestimate the short‐term effects of teachers and student background factors and underestimate the long‐term effects of teachers and schools. Implications of findings for the theory of educational effectiveness and especially for the concepts of teacher and school effects and their stability are drawn. Finally, suggestions for establishing evaluation mechanisms to improve practice are provided. 相似文献
20.
Margus Pedaste li Leijen Katrin Poom‐Valickis Eve Eisenschmidt 《European Journal of Education》2019,54(3):389-399
In the modern world, teachers are expected to be ‘learning professionals’ who constantly expand their knowledge and skills and share both practical and theoretical insights in a community of colleagues. Teacher professional competence‐based standards could be an instrument to support teachers' professional learning if they are integrated with broader assessment and evaluation frameworks and if their evaluation, professional development and career advancement are in line with the standards. In Estonia, teacher professional standards were first developed in 2005. Currently, they support initial teacher education, the evaluation of teacher competences and the design of continuous professional learning. They also allow teachers to progress to the senior teacher and master teacher qualification level. According to our findings, the standards are successfully used to design pre‐service education and award certificates at the end of the studies. However, they do not support building the teachers' career ladder and only in some schools do they support planning of professional learning. In this article, we give an overview of the changes in the professional standards of teachers in Estonia and analyse why they have not found the desired degree of use in teachers' career advancement and professional development in the school context and why they have not had a significant effect on teacher status in society. 相似文献