Perceptions of Evaluators, Level II and III Teachers, Level I Teachers, and Nonparticipants Regarding Fundamental Beliefs and Principles of the Career Teacher Evaluation System PDF Download
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Author: Barbara Parker Randall
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 316
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Book Description
Author: Barbara Parker Randall
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 316
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 688
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Book Description
Author: Linda G. Collins
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 290
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 984
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 606
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Book Description
Author: Bob Burton Brown
Publisher:
ISBN:
Category : Student teaching
Languages : en
Pages : 190
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Book Description
Author: Helenrose Fives
Publisher: Routledge
ISBN: 1136265821
Category : Education
Languages : en
Pages : 717
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Book Description
Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Author: John Edward Lopis
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 240
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Book Description
Author: Calvin Lacy
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to examine how teachers perceive the quality of their evaluations and the relationship of these perceptions to others involving their sense of themselves as "teachers leaders," their self-assessed level involvement in various types of school decisions, and their future intentions as pedagogical "stayers" or "leavers". The perceptions of these teachers will be compared gto individual outcomes, i.e. teacher leadership, school-decision making and professional intentions. The importance of their perceptions and the impact it can have on teachers' intentions to leave or remain in the profession are tantamount to stabilizing the profession in the 21st century. The results of this study would appear to indicate that the teacher leadership can be abetted and teacher tenure attenuated to the extent that teachers see themselves as being evaluated in an objective, consistent, and instructionally helpful manner. Mitigating factors such as the number of years at present school, the total years of teaching and the educational level being taught were studied and compared to the original research question. Hence, if a teacher feels vested by time and a part of the educational decisions of the school, the more likely they are to remain in the profession. Data for this research was analyzed using statistical computational methods. The results from the data analysis determined that level of school being taught (elementary or secondary) and the total number of years has the most significant impact on teachers' perception of evaluation.
Author: Emily Lawson
Publisher:
ISBN:
Category :
Languages : en
Pages : 164
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Book Description
In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing, managing, and instructing classes, with varying levels of experience, training, responsibility, and support (Jordan & Howe, 2018; Patel, 2017). Although there is a body of work exploring the roles GTAs play as students and in institutions (Jordan & Howe, 2018; Park, 2004), GTAs have not generally been examined as classroom teachers. This study explores language GTAs’ beliefs about teaching, how their beliefs connect to their practice, and factors that affect their ability to implement their beliefs using data collected through semi-structured interviews and classroom observations. The findings show that GTAs (1) describe, instead of state, their beliefs focusing on classroom atmosphere and communicative language teaching factors; (2) are able to demonstrate their beliefs at least some of the time in their teaching; and (3) report contextual factors, such as time constraints and departmental training, that both hinder and facilitate their ability to implement their beliefs in their practices. Based on these findings, it is suggested that GTAs be provided opportunities to explicitly identify and reflect on their beliefs, make clear and accurate connections between their teaching and their beliefs, and experience an appropriate balance of support and autonomy. These suggestions are made so that GTAs might be more successful in integrating their beliefs and practices in ways that allow them to fulfill their roles as students and teachers well.
