Teacher Evaluation

Teacher Evaluation ◽

Effective Teacher ◽

Student Knowledge ◽

Summative Assessments ◽

Evaluation Strategies ◽

As stipulated in some educational documents, no country can grow beyond the quality of its teachers. Thus, teachers need necessary support in discharging their responsibilities, and teacher evaluation is a valuable tool because of the relevance of teacher evaluation to both the teachers and the stakeholders. Therefore, teacher evaluation in terms of formative and summative assessments helps in determining what is working well in classrooms, identifying areas of improvement for teachers, and providing options for teachers’ professional development to support their continued growth. Stakeholders in education have several roles in ensuring effective teacher-evaluation strategies and in determining how effective teacher evaluation can be achieved. In assessing students, teachers test student knowledge in order to determine what they have learned, what they have not understood, and how effectively the courses are being taught.

Multimodal Narratives in Research and Teaching Practices - Advances in Educational Technologies and Instructional Design ◽

Assessing Teaching Practices Development With Multimodal Narratives

10.4018/978-1-5225-8570-1.ch011 ◽

2019 ◽

pp. 231-250

Author(s):

Ana Edite Cunha

Keyword(s):

Teaching Practices ◽

Longitudinal Research ◽

Research Problem ◽

Task Design ◽

Epistemic Practices ◽

Productive Engagement

This chapter focuses on teachers' professional development, on the task design and on experimental work, as well as on the role of the teachers' mediation in the quality of student learning. The research problem was how the teacher can promote self-directed professional development, namely, improving the quality of teaching practices to influence the quality of students' learning, in their engagement in experimental tasks and epistemic practices. A longitudinal research methodology was followed during 10 years, based on a qualitative case study, from a curricular approach in secondary education. The analysis of data collection on teaching practices and students' learning over time and the teachers' professional pathways allow to formulate the following conclusions: (1) new traits of teaching practices were identified that promote students' productive engagement; (2) changes to the task design were enough to trigger differences in teachers' mediation, with consequences for students' epistemic practices and their productive engagement.

ПРОЦЕСС ЭВАЛЮАЦИИ В СОВРЕМЕННОМ ОБРАЗОВАНИИ (THE PROCESS OFEVALUATION IN MODERN EDUCATION)

Вестник ◽

10.47649/vau.2020.v58.i3.08 ◽

2020 ◽

Author(s):

Askhat Imangaliev ◽

Gulmira Mukanova

Keyword(s):

Lesson Study ◽

Professional Growth ◽

School Development ◽

Communication Model ◽

School Teachers ◽

Communication Models ◽

Evolution Of Communication ◽

The article shows the results of studies of modern problems that arise in the work. The process of evolution of communication models of many scientists and schools was studied, the tendency of their development was highlighted, and a communication model was developed that is adapted to modern conditions. In the context of globalization, changes in education were analyzed, including changes in school management combined with experience. On ways and methods of supporting the professional growth of school teachers. A draft school development plan was presented. The concept of evaluation was used in the learning process. The management of the school indicates ways to solve problems in the updated educational program, based on world practice.New training and evaluation of school development are provided. The issues of increasing the potential and improving the quality of education are revealed. The authors share their experience of teachers' professional development and involvement in leadership. "Nazarbayev Intellectual schools" are guided by the experience and models of making changes in Burke-Lithuania. The experiments" Lesson study" and" Mentoring"were studied. In practice, according to the results of the survey of talismans, the ways of development of the team were shown. Through Coaching,research and professional development of teachers were conducted.

Towards a Reflective Textbook Evaluation Model

EFL Journal ◽

10.21462/eflj.v1i3.21 ◽

2016 ◽

Vol 1 (3) ◽

Cited By ~ 1

Author(s):

Hassan Ait Bouzid ◽

Reddad Erguig ◽

Mohamed Yeou

Keyword(s):

High School ◽

English Language ◽

Evaluation Model ◽

Language Teachers ◽

High School English ◽

Textbook Evaluation ◽

Teacher Training Programs ◽

This paper investigates ways in which textbook evaluation can help in implementing a positive change in EFL teachers’ professional careers. It draws the attention of Moroccan high school English language practitioners to the viability of using textbook evaluation as a reflective practice to enhance teachers’ professional development. It argues that a systematic textbook evaluation allows teachers to develop professionally while reflecting on the content of the textbooks they are using. This process can be formative within the formal guided context of in-service teacher training programs where voluntary teachers regularly meet in teacher learning communities (TLCs)devoted to textbook evaluation. The objective of such collective reflective activity is to encourage teachers’ lifelong learning as they will learn from each other’s experiences and improve their teaching practices. Eventually, they will agree on effective reflective practices which promote teachers’ professional development. The findings recorded by TLCs could be used in improving the quality of future textbooks. A survey was designed to explore the attitudes of Moroccan high school English language teachers towards the suggested model of textbook evaluation and its ability to promote teachers’ professional development. The findings demonstrated that the teachers are in favor of the suggested textbook evaluation model as they believe that it has the potential of gearing not only their professional development, but also the quality of current and future ELT textbooks.

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

Teachers’ Professional Development Courses to Ensure Quality Education

10.17770/sie2013vol2.585 ◽

2015 ◽

Vol 2 ◽

pp. 302

Author(s):

Karīna Brikmane

Keyword(s):

Sustainable Development ◽

General Education ◽

Development Strategy ◽

Quality Of Education ◽

The Sustainable Development ◽

Modern Education ◽

Professional Development Of Teachers ◽

The focussed professional development of teachers ensures the quality of modern education. In the context of life-long education, each teacher has to develop their professional and personal competence, to ensure the development of general and professional skills and for teachers to be able to face new challenges and undertake their tasks in non-traditional, but well argued ways, because education strengthens intuition, confidence and the ability to knowingly transform acquired experience into innovation. The issue in the research establishes the contradictions seen within society between the goals set in education and their implementation in the teaching process. Attention has been focussed in this research on the current national situation in the professional development of teachers, gathering information on what is offered and researching the improvements needed for a modern adult learning process. The importance of the research was established by the need for changes in general education and the implementation of sustainable development principles. The main strategic principles, the observation of which could significantly increase the possibility of development are prescribed by the “Sustainable Development Strategy of Latvia until 2030”. They are – innovation, tolerance, co-operation and participation, which should also be included in the content of teachers’ professional development courses, in this way directly influencing the improvement of the quality of education as well.

The Quality of Compulsory School Teachers in Japan: An Analysis of Quantitative Investigations of Teachers’ Professional Development in 2011-12

Foro de Educación ◽

10.14516/fde.2016.014.020.022 ◽

2016 ◽

Vol 14 (20) ◽

pp. 453-466

Author(s):

Akira Kawamura

Keyword(s):

School Teachers ◽

Compulsory School ◽

EFL University Teachers’ Professional Development in the Thai Context

10.31235/osf.io/9s35m ◽

2018 ◽

Author(s):

Arab World English Journal ◽

Sureepong Phothongsunan

Keyword(s):

Teacher Development ◽

Teacher Collaboration ◽

Teaching And Learning ◽

English Teaching ◽

University Teachers ◽

Internal Politics ◽

Teacher Career Development

This study aims to explore the perceptions of 30 English as a Foreign Language (EFL) teachers serving in public universities in Thailand regarding needs, challenges and quality of teacher career development in their universities. A questionnaire and an interview are employed to gather data. According to the teacher development programs offered, all universities served by the participants provide prospects for teachers to have further in-service education. In relation to professional development, nearly all participants point out a strong need for obtaining a higher degree as career advancement in their field and interestingly as a tool for salary increment. Teacher collaboration and student learning also emerge as possible factors motivating teachers to strive for self-improvement. Although undertaking research is referred to as an important and for some a required element for English teaching jobs, time-consuming nature and a sophisticated process discourage its instigation. Regarding views about quality of university teacher development, most report being satisfied with the overall universities’ emphasis on improving English teaching and learning by accentuating teachers as a key. However, teachers’ lacking motivation to progress professionally due to excessive teaching workload and internal politics embedded in some universities can be reasons preventing teachers from securing educational growth. Implications from the study shed light on the significance to support the quality of university teachers through furnishing sufficient opportunities of professional development and what Thai EFL university teachers aspire to accomplish most to develop themselves efficiently.

English language teachers’ professional development: a survey study of needs and expectations

Linguodidactica ◽

10.15290/lingdid.2021.25.09 ◽

2021 ◽

Vol 25 ◽

pp. 113-127

Author(s):

Anna Mędrzecka

Keyword(s):

English Language ◽

Language Teachers ◽

Survey Study ◽

Professional Career ◽

Didactic Literature ◽

English Language Teachers ◽

Structured Questionnaire

Professional development should be an inseparable part of a teacher’s professional career. Although it is the teacher’s sole responsibility, the action he/she undertakes greatly influences learners’ success. The goal of the paper is to investigate in-service English language teachers’ professional development practices, as well as delve into their needs and expectations in this area. The data were collected through a semi-structured questionnaire. The results show that teachers are aware of the lifelong nature of professional development and undertake various activities to improve the quality of teaching, such as workshops or reading didactic literature. However, their attitudes, practices and needs differ and are contingent on their education level, experience and workplace.

A STUDY ON THE EMPOWERING TEACHERS’ PROFESSIONAL DEVELOPMENT AND QUALITY ASSURANCE TO INCREASE TEACHERS’ EFFECTIVENESS IN VOCATIONAL SECONDARY SCHOOLS

Jurnal Pendidikan Teknologi dan Kejuruan ◽

10.21831/jptk.v23i2.12297 ◽

2016 ◽

Vol 23 (2) ◽

pp. 144 ◽

Cited By ~ 1

Author(s):

Istanto Wahyu Djatmiko

Keyword(s):

Quality Assurance ◽

Learning Process ◽

School Quality ◽

Quality Of Teaching ◽

Quality Of Learning ◽

Empowering Teachers ◽

Teaching Learning

This study is to remind teachers that professional development and quality assurance are required to perform a good working in improving either learning process or school quality. Nowadays, teaching has been officially recognized as a profession. Consequently, teachers must be enforced professionally in their charges. To be professional in carrying their tasks, teachers must continuously improve competency themselves and perform quality assurance in their duties. This study is a literature review related to the importance of professional development and quality assurance in order to increase teachers’ effectiveness in providing learning services in Secondary Vocational Schools. Professional development is the need required by any teachers. Teachers’ professional development in Vocational Secondary School is expected to create changes in attitudes, improve the learning process and promote the students’ learning output and outcomes. In addition, teachers are not only responsible for improving the quality of learning outputs but also for working collaboratively with other teachers to elevate the quality of learning outcomes. It suggests the quality assurance as the key to achieve and to ensure the quality of teaching learning process and also the school’s effectiveness demanded by the stakeholders.

Advances in Educational Marketing, Administration, and Leadership - Global Perspectives on Inclusive Teacher Education ◽

Examining Teachers' Professional Development for Promoting Inclusive Education in Displacement

10.4018/978-1-5225-7703-4.ch016 ◽

2019 ◽

pp. 260-278 ◽

Cited By ~ 1

Author(s):

Gwadabe Kurawa

Keyword(s):

Teacher Professional Development ◽

Inclusive Education ◽

Professional Learning ◽

Quality Education ◽

Education For All ◽

Teacher Professional ◽

Improve Student Learning

Inclusive education, in most countries affected by an emergency or crisis, is focused on providing access to quality education for all children. Provision of quality education for all children, as discussed in much literature about education, is very much dependent on teacher quality. Improving and sustaining the quality of teaching is equally determined by the type of training and professional development offered to teachers. Teachers, however, in emergency contexts such as in the Northeast of Nigeria, may be recruited to improve student learning, having received little or no relevant training. Therefore, professional learning for teachers that is intended to offer them opportunities for immediate and sustained improvement in practice is, this chapter argues, needed in such emergency contexts. This chapter therefore analyses teacher professional development that can improve the standard of education for all children and then assesses the effect of this development in practice in the Northeast of Nigeria.

PEDAGOGICAL PARTNERSHIP AS A PRIORITY OF MODERN PEDAGOGICAL EDUCATION

Herald of the National Academy of Educational Sciences of Ukraine ◽

10.37472/2707-305x-2021-3-2-11-1 ◽

2021 ◽

Vol 3 (2) ◽

Author(s):

Olena Semenoh ◽

Myroslava Vovk

Keyword(s):

Academic Culture ◽

Professional Communication ◽

Resource Center ◽

State Pedagogical ◽

A Priority ◽

Development Resource ◽

Teachers Training

The pedagogical partnership as a priority of modern pedagogical education in assuring the quality of a modern teacher’s training is being characterized. The experience of the pedagogical collaboration of Ivan Ziaziun Institute of Pedagogical and Adult Education of the National Academy of Educational Sciences of Ukraine and Sumy Makarenko State Pedagogical University in the process of long-term creative, scientific, and educational cooperation are presented. The experiment’s results, carried out to improve the quality of philology teachers training and their professional development within the activities of Ukrainian Language and Literature Teachers Professional Development Resource Center, the research laboratories “Researcher's Academic Culture” and “Teacher-Philologist Mediaculture” of Sumy Makarenko State Pedagogical University, are summarized; the achievements in the implementation of researchers’ and teachers’ professional communication are characterized; the specifics of partnership interaction within educational projects are analyzed.