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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.
Sommario
1 The context of teacher self-evaluation: Environmental, educational and personal antecedents.- 2 Pedagogical knowledge and self-evaluation.- 3 Models of educational evaluation: How can they inform self-evaluation practitioners?.- 4 The content of self-evaluation.- 5 Teaching perceptions and orientations: Criteria for self-evaluation.- 6 The quantitative-qualitative debate: Is it relevant to teacher self-evaluation? A prelude to evaluation tools.- 7 Qualitative methods of evaluation.- 8 Quantitative forms of recording and analyzing teaching processes.- 9 Professional sources of support: School principals, peers, and university professors.- 10 Epilogue.- References.- Author index.
