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| Titel: |
Short report |
| Auteur: | |
| Verschenen in: |
Educational research |
| Paginering: | Jaargang 31 (1989) nr. 2 pagina's 150-153 |
| Jaar: |
1989-06 |
| Inhoud: |
Teacher appraisal is a statutory reality. In this study teachers were asked their preferred method of appraisal and/or appraiser; 242 teachers, about one-twelfth of the teaching staff, from controlled and maintained sectors of the Belfast Education and Library Board Area, in primary and post-primary schools, took part in the study. The results indicate that the most strongly endorsed forms of appraisal were those based on 'professional' criteria such as self-evaluation and peer review. Most firmly rejected were procedures for assessment by those outside the profession - for example pupils and parents. Assessment by authority figures received a mixed response, with appraisal by inspector being the least objectionable and that by the local authority as the most objectionable. School tests were seen as an acceptable form of appraisal by over one-third of the teachers. Assessments based upon overall school results were generally less favourably regarded. These results are interpreted within the context of a desirable professionalization of teaching and the particular circumstances within which teachers in this sample find themselves. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 7 van 8 gevonden artikelen
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