A case study of teacher appraisal in Shanghai, China: in relation to teacher professional development |
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Authors: | Xiao Feng Zhang and Ho Ming Ng |
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Institution: | (1) Faculty of Education, Shanghai Normal University, 100 Guilin Road, 200234 Shanghai, China;(2) Faculty of Education, The University of Hong Kong, Hong Kong, China |
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Abstract: | Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the
past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being
viewed as a means of teacher professional development. However, the way in which teacher appraisal affects teacher professional
development has not been fully recognized. This case study, of a junior secondary school in Shanghai, China, explores how
teacher appraisal has been carried out and how teachers and administrators have perceived it in relation to teacher professional
development. The research findings identify the mechanism by which the teacher appraisal system in question facilitates professional
development. The system creates pressure and extrinsic incentives that ‘push and pull’ teachers to improve, and supports their
growth through guidance and directions. In addition, environmental factors such as school culture contribute to the positive
impacts that teacher appraisal has on professional development. |
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Keywords: | |
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