Teacher Self-Evaluation: Teachers in Their Own MirrorSpringer Science & Business Media, 31 aug. 1993 - 227 sidor 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. |
Innehåll
THE CONTEXT OF TEACHER SELFEVALUATION ENVIRONMENTAL EDUCATIONAL AND PERSONAL ANTECEDENTS | i |
PEDAGOGICAL KNOWLEDGE AND SELFEVALUATION | 9 |
MODELS OF EDUCATIONAL EVALUATION HOW CAN THEY INFORM SELFEVALUATION PRACTITIONERS? | 21 |
THE CONTENT OF SELFEVALUATION | 43 |
TEACHING PERCEPTIONS AND ORIENTATIONS CRITERIA FOR SELFEVALUATION | 67 |
THE QUANTITATIVEQUALITATIVE DEBATE IS IT RELEVANT TO TEACHER SELFEVALUATION? A PRELUDE TO EVALUATION TOOLS | 103 |
QUALITATIVE METHODS OF EVALUATION | 115 |
QUANTITATIVE FORMS OF RECORDING AND ANALYZING TEACHING PROCESSES | 135 |
PROFESSIONAL SOURCES OF SUPPORT SCHOOL PRINCIPALS PEERS AND UNIVERSITY PROFESSORS | 159 |
EPILOGUE | 181 |
REFERENCES | 189 |
SUBJECT INDEX | 207 |
Andra upplagor - Visa alla
Teacher Self-Evaluation: Teachers in Their Own Mirror Lya Kremer-Hayon Begränsad förhandsgranskning - 2012 |
Teacher Self-Evaluation: Teachers in Their Own Mirror Lya Kremer-Hayon Ingen förhandsgranskning - 2013 |
Teacher Self-Evaluation: Teachers in Their Own Mirror Lya Kremer-Hayon Ingen förhandsgranskning - 2012 |
Vanliga ord och fraser
achievements aimed analyzed approach assessment attitudes basis behavior category systems chapter classroom interactions cognitive levels collaboration colleagues communication concept constructivism criteria described didactical aspects didacticism discussion educational evaluation educational orientations Educational Research emerge expectations experience extent facilitators feedback Flanders forms growth Hambleton his/her implementation initiation inquiry instructional goals interests interpretation involved Item Response Theory Kremer-Hayon large number lesson literature non-verbal non-verbal communication objectives paradigms participant pedagogical knowledge perception of teaching perceptions and orientations perspective Phi Delta Kappa presented procedures professional development program progressivism proposed pupils quantitative methods questions rating scales rationale reference reflection in action regarding relation relevant responses role school climate school principals self-evaluating teachers self-evaluation practices self-evaluation program self-observation situations social sources specific Stufflebeam style subject-matter content supervisors tacit knowledge Teacher Education teacher self-evaluation teaching elements teaching goals teaching processes technical rationality topics University of Haifa
Hänvisningar till den här boken
Evaluating Teaching: A Guide to Current Thinking and Best Practice James H. Stronge Fragmentarisk förhandsgranskning - 1997 |
ASEI. Autovalutazione dei servizi educativi per l'infanzia Darder, Pere,Joan Mestres Ingen förhandsgranskning - 1999 |