Teacher Self-Evaluation: Teachers in Their Own Mirror

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Springer Science & Business Media, Aug 31, 1993 - Education - 227 pages
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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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Contents

THE CONTEXT OF TEACHER SELFEVALUATION ENVIRONMENTAL EDUCATIONAL AND PERSONAL ANTECEDENTS
1
PEDAGOGICAL KNOWLEDGE AND SELFEVALUATION
21
MODELS OF EDUCATIONAL EVALUATION HOW CAN THEY INFORM SELFEVALUATION PRACTITIONERS?
33
THE CONTENT OF SELFEVALUATION
55
TEACHING PERCEPTIONS AND ORIENTATIONS CRITERIA FOR SELFEVALUATION
79
THE QUANTITATIVEQUALITATIVE DEBATE IS IT RELEVANT TO TEACHER SELFEVALUATION? A PRELUDE TO EVALUATION TOOLS
115
QUALITATIVE METHODS OF EVALUATION
127
QUANTITATIVE FORMS OF RECORDING AND ANALYZING TEACHING PROCESSES
147
PROFESSIONAL SOURCES OF SUPPORT SCHOOL PRINCIPALS PEERS AND UNIVERSITY PROFESSORS
171
EPILOGUE
193
REFERENCES
201
SUBJECT INDEX
217
AUTHOR INDEX
223

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Page 211 - Bronfenbrenner, U. (1976). The experimental ecology of education. Teachers College Record, 78, 157-204.
Page 221 - RW (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Walker, DF (1971). A naturalistic model for curriculum development. School Review, 80, 51-65.

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