不同评价主体视角下的教师评价与教师专业发展

教师评价作为教学的一个重要环节,对促进教师的专业发展具有重要的价值。教师评价主体具有多元性,不同的评价主体能够从不同的视角对教师开展评价。本文探讨了不同主体视角下的教师评价与教师的专业发展的关系。     

发展性评价：教师评价的新理念

传统的教师评价观认为学生升学率高 ,考试成绩好就是好教师。这不仅不利于教师专业水平的提高 ,还助长了教师的一些短视行为 ,把教师和学生的发展引向了“歧途”。而发展性教师评价才真正有助于教师专业水平的提高 ,进而真正地促进学生全面、健康地发展。一、传统教师评价的局限１ 不利于教师专业水平的提高。追求高升学率、高分数 ,教师势必把教学内容和学生的学习捆绑于考试这个“指挥棒”上。这样 ,教师教学注重的是学生如何对考试试题做出灵活的应对 ,如何提高学生应试的技能与技巧 ,如何使学生更好地掌握与考试这个“指挥棒”相应的学…     

教师评价的矛盾与分析

教师评价需要正确处理几对矛盾,即评价目的是奖惩还是发展的矛盾、评价标准一致与多样的矛盾、评价主体一元与多元的矛盾、评价方法量化与质性的矛盾。发展性教师评价并非与奖惩性教师评价势不两立,而是对奖惩性教师评价的继承和发展;就某个学校、在某一相对稳定的期间而言,可以建构出相对的、公认的和一致的校本教师评价标准,同时还要建构出多样性的评价标准;“多元化”并非是多个“一元”的相加,其实质是一个“整体”、一种“关系”,“评价主体多元化”是指评价主体之间的“合作关系”;量化和质性表面上存在尖锐对立的倾向,但从辨证的角度看,实际上是一种优势互补的关系。     

中小学教师教学评价主体及其体系建构探讨

教师课堂教学效果直接影响和制约着教学质量。教学评价效果是由教学评价主体来评析和判定的。评价主体主要由领导、同行、自我、学生及家长组成的。不同的评价主体由于视角、能力的不同,评价角度、评价结果也具有差异性。学校应根据实际,建立和发展多元的、切合于本校的评价制度,提高评价的实用性,改善教师教学质量。     

传统性教师评价与发展性教师评价的比较研究

一、传统性教师评价与发展性教师评价的比较传统性教师评价是以奖惩、排序为目的 ,面向过去 ,只注重结果的一种终结性评价。传统性教师评价认为 :要调动教师的积极性 ,只有通过外部的奖励才能实现 ;要促进教师群体的提高 ,也只有通过对优秀教师的奖励来实现。建立在这样一种仅以奖惩、排序为目的的狭隘的教师观基础上的教师评价 ,其弊端有 :其一 ,对教师没有激励作用。由于受客观因素的影响 ,资金不足 ,涉及奖励的面极为有限 ,因而只能吸引少数教师 ,导致绝大多数教师对这种评价产生反感。其二 ,无法吸引教师的积极参与。参加评价的教师普遍…     

中小学教师教学评价主体及其体系建构探讨

教师课堂教学效果直接影响和制约着教学质量。教学评价效果是由教学评价主体来评析和判定的。评价主体主要由领导、同行、自我、学生及家长组成的。不同的评价主体由于视角、能力的不同,评价角度、评价结果也具有差异性。学校应根据实际,建立和发展多元的、切合于本校的评价制度,提高评价的实用性,改善教师教学质量。     

中小学教师教学评价主体及其体系建构探讨

教师课堂教学效果直接影响和制约着教学质量.教学评价效果是由教学评价主体来评析和判定的.评价主体主要由领导、同行、自我、学生及家长组成的.不同的评价主体由于视角、能力的不同,评价角度、评价结果也具有差异性.学校应根据实际,建立和发展多元的、切合于本校的评价制度,提高评价的实用性,改善教师教学质量.     

对当前我国教师评价体系的思考

教师评价对教师的发展及我国教育的都有不可忽视的作用,因此对教师评价的合理性必须有清醒的认识。为使教师评价发挥积极的正面影响,就必须对目前教师评价体系做出改进,形成合理有效的评价标准,采用适合我国教师情况的评价方式,形成具有公信力的评价主体,达到促进教师积极性的效果。     

基于教师发展的教师评价制度探析

教师评价是新课程改革成败的关键,是促进教师成长的主要机制,在教师评价的改革中,教师应是自己评价的主体,同时制定适用于不同教师的评价标准;在优化原有评价方式的基础上,通过借鉴国外教师评价的先进经验,积极探索更适合教师发展的评价方式.     

学生写作主体与教师写作学习评价的研究

写作教学包括学生写作主体和教师写作学习评价两个方面。本文从这两个方面入手,分析了影响有效写作教学的因素,并提出了一些指导有效写作教学的意见。     

From assistant teacher to teacher: challenges and pathways in situated pre-service teacher education

Vocational pathways to Higher Education have a key role in opening teacher education to under-represented groups but bring with them particular challenges. Teacher educators need to address the challenges faced by these learners, of not only connecting their learning but also challenging their knowledge, and doing so in an invested work environment. This paper shares my experiences as a teacher educator working with two groups of Indigenous and non-Indigenous para-professional pre-service teachers in remote and urban Central Australia. I identify four key role-shifting challenges individuals face in developing their professional practice and locate them in two interdependent areas: social sphere challenges arising out of the situated learning setting of professional experience, and those occurring in the personal sphere of professional identity. I suggest that the new ways of mentoring and the development of student’s reflexive capacity needed to address these challenges can best be mobilised by re-positioning the role of professional identity at the centre of both professional experience and academic learning.     

The relationship between teacher self-concept,teacher efficacy and burnout

Teacher self-concept and efficacy have been investigated with burnout separately, while the two self-beliefs might work together to impact burnout. Guided by a model of the cyclical nature of teacher efficacy, we aimed to extend previous work on self-perceived predictors of teacher burnout by simultaneously investigating teacher self-concept and efficacy to detect the possibility of teacher efficacy being a mediator between teacher self-concept and burnout as well as whether such relationship remains constant across all groups of teachers with different gender and teaching experience. A sample of 1892 teachers across seven Chinese geographical regions completed a self-reported questionnaire addressing self-concept, efficacy, burnout and demographic variables. Structural equation modelling indicated that teacher self-concept influenced the burnout dimensions of emotional exhaustion, depersonalisation and reduced personal accomplishment via teacher efficacy. Further multi-group analysis suggested that this mechanism worked equally across different gender and teaching experience groups. With a non-western teacher sample, teacher efficacy was found to work as a mediator between teacher self-concept and burnout. The finding especially contributes to the knowledge in the teacher efficacy literature. The integrated relationship should be further explored in other cultures.     

Perception of the accomplished teacher among teacher educators in “research oriented” and “teaching oriented” institutes in Israel

The purpose of this study is to examine the perceived components of effective teachers among teacher educators in research and teaching-oriented institutes in Israel.     

What and how do student teachers learn during school-based teacher education

This study looks at how student teachers learn to teach during school-based teacher education. It explores the changes that occurred in the practical theories of the student teachers and how the student teachers made these modifications. Eight student teachers were closely monitored during their training. The study's findings show that all student teachers developed broad, well-structured practical theories that focused on pupils' learning processes. Their learning processes displayed considerable individual variation. As a result of these findings, several questions have been formulated for further research concerning the impact of learning style on learning outcomes and learning in a work-based context.     

Teacher self-efficacy and teacher burnout: A study of relations

The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Participants were 2249 Norwegian teachers in elementary school and middle school. The data were analyzed by means of structural equation modelling using the AMOS 7 program. Teacher self-efficacy, collective efficacy and two dimensions of burnout were differently related both to school context variables and to teacher job satisfaction.     

The ideal teacher: orientations of teacher education in Sweden and Finland after the Second World War

There are many similarities between the Nordic countries of Sweden and Finland, but they have made different decisions regarding their teacher-education policies. This article focuses on how the objectives of teacher education, particularly the vision of the ideal teacher, have changed in Sweden and Finland in the period after the Second World War. In Finland, the period since the 1960s can be described as a gradual scientification of teacher education. The image of the ideal teacher has transformed according to a research-based agenda, where teachers are expected to conduct minor-scale research in the classroom. In Sweden since the 1980s, on the other hand, teacher education has oscillated between progressivist and academic orientations, following shifts in government between the Social Democratic Party and the centre-right. Since the turn of the millennium, however, a consensus in favour of a strengthened research base of teacher education has also emerged in Sweden.     

Consequences of personal teaching metaphors for teacher identity and practice

Past research has clearly indicated that teachers’ metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of in-service teachers, individually and collectively, can provide insight into the assumptions they hold about teaching and teaching practice. The purpose of this study was to explore how in-service teachers’ self-constructed metaphors revealed their perceptions of their roles, obligations, and assumptions about teaching and learning, and consider the implications of such exploration for teacher education and development. The four experienced teachers who participated in this study constructed personal teaching metaphors for which they provided an explanation. Analysis of the metaphors using positioning theory provided evidence that teaching metaphors capture the individual identity and specify the plotlines of teaching and the obligations, duties, and responsibilities of the teacher as well as the role of the teacher and others in the teacher’s practice. We found that each metaphor brought elements of identity and teaching practice together in unique and divergent ways. A subsequent cross-case analysis revealed common discourses of teaching: responsibility, nurturing, and caring, and teacher and student learning. Both the individual and cross-case analysis suggest the potential value of metaphor work for informing teacher education and professional development to advise teachers, teacher educators, school leaders, and policy makers.     

Linking the private and public: teacher leadership and teacher education in the reflexive modernity

This study attempts to reveal the process of teacher leadership (TL) and its implications for teacher education. Two rounds of interviews, including focus group interviews with six chosen schools in Taiwan, were conducted to reveal the process. It was found that the development of TL is a stretching process from the key leader to core members, then to general followers, and the pattern of development is a process of assemblage from the private side to the public side. It is also argued that the private resource of TL (e.g. recognising the complexity of inner experiences, the ontic vulnerability and the needs of others) is contributive to educational creativity and reform. Finally, the private–public-integrated model and three strategies of articulation (internal, theoretical–practical-situated and external) are proposed conceptually and practically for further development of teacher education and educational change.     

Fostering meaning-oriented learning and deliberate practice in teacher education

Meaning-oriented learning and deliberate practice may be expected to promote student teachers’ continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning. Pedagogies were operationalized in twelve design principles, which integrated ideas previously scattered in the literature, and added to it with respect to anticipatory reflection, diverse ways of “modeling”, and student teacher agency in creating a powerful learning environment.