Οι αντιλήψεις των Κυπρίων εκπαιδευτικών για τα κριτήρια αξιολόγησης τους όπως αυτά προκύπτουν από την έρευνα για τον αποτελεσματικό εκπαιδευτικό
Part of : Επιστήμες Αγωγής ; No.3, 2002, pages 31-46
Issue:
Pages:
31-46
Abstract:
This paper presents findings of an investigation into teachers' perceptions of criteria for teacher evaluation emerged from the models of teacher effectiveness research. Questionnaires were administered to a stratified sample of Cypriot teachers (n=355). There were three main findings. First, using the cluster analysis, it was possible to group the criteria in six categories which were similar to the models of teacher effectiveness research. Second, Cypriot teachers considered the criteria emerged from the working process model as the most appropriate for both formative and summative purposes of teacher evaluation. Criteria emerged from the school constituencies satisfaction model and the accountability model were seen as the least appropriate. Third, it was shown that the appropriateness of criteria for teacher evaluation could not be judged unless it is clear whether the criteria are used for formative or summative purposes. Implications of findings for the development of policy on teacher evaluation are discussed.
Subject:
Subject (LC):
Keywords:
Αξιολόγηση εκπαιδευτικού, εκπαιδευτική αποτελεσματικότητα
Notes:
Περιέχει πίνακες, διάγραμμα και βιβλιογραφία
