Teacher Self-Evaluation: Teachers in Their Own Mirror
In response to the emerging need to develop teachers as professionals who evaluate their own work, this book presents the foundations of self-evaluation as well as self-evaluation models and tools that are likely to help educational practitioners to evaluate their own teaching, and thus raise the level of their professional functioning.
The book is intended to serve several groups: student teachers whose socialization into the teaching profession should include the perception of self-evaluation as an inherent part of teaching; the student teachers' supervisors who are expected to help in developing the knowledge and skills that are needed for purposes of self-evaluation; and teachers, school principals, and university instructors in departments of teacher education, who are interested in teacher's growth and in the development of teaching as a profession.
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THE CONTEXT OF TEACHER SELFEVALUATION ENVIRONMENTAL EDUCATIONAL AND PERSONAL ANTECEDENTS
PEDAGOGICAL KNOWLEDGE AND SELFEVALUATION
MODELS OF EDUCATIONAL EVALUATION HOW CAN THEY INFORM SELFEVALUATION PRACTITIONERS?
THE CONTENT OF SELFEVALUATION
TEACHING PERCEPTIONS AND ORIENTATIONS CRITERIA FOR SELFEVALUATION
THE QUANTITATIVEQUALITATIVE DEBATE IS IT RELEVANT TO TEACHER SELFEVALUATION? A PRELUDE TO EVALUATION TOOLS
QUALITATIVE METHODS OF EVALUATION
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achievements additional affective orientations analyzed approach assessment attitudes basis behavior category systems chapter classroom interactions cognitive dissonance cognitive levels collaboration colleagues communication concept constitute constructivism criteria described didactical aspects didacticism discussion educational evaluation educational orientations Educational Research Eisner emerge expectations experience extent feedback Flanders forms his/her implementation initiation inquiry instructional goals instruments interaction analysis interests interpretation involved Kremer-Hayon large number lesson literature non-verbal non-verbal communication objectives observation and analysis paradigms participant pedagogical knowledge perceptions and orientations perceptions of teaching perspective Phi Delta Kappa presented procedures professional development program progressivism proposed pupils quantitative methods quantitative research questions rating scales rationale reference reflection in action regarding relevant responses role school climate school principal self-evaluating teachers self-evaluation practices self-evaluation program self-observation situations social sources specific Stufflebeam style subject-matter content tacit knowledge teacher self-evaluation teaching elements teaching goals teaching processes technical rationality topics
Page 211 - Bronfenbrenner, U. (1976). The experimental ecology of education. Teachers College Record, 78, 157-204.