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Author: Scotland Education Dept
Publisher: Legare Street Press
ISBN: 9781020402104
Category :
Languages : en
Pages : 0
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Book Description
This book provides the regulations and guidelines for the preliminary education of teachers in Scotland, covering topics such as academic qualifications, professional training, and the duties and responsibilities of teachers. It is an essential resource for anyone interested in becoming a teacher in Scotland or for those involved in education policy. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Author: Scotland Education Dept
Publisher: Legare Street Press
ISBN: 9781020402104
Category :
Languages : en
Pages : 0
Get Book
Book Description
This book provides the regulations and guidelines for the preliminary education of teachers in Scotland, covering topics such as academic qualifications, professional training, and the duties and responsibilities of teachers. It is an essential resource for anyone interested in becoming a teacher in Scotland or for those involved in education policy. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Author: Great Britain. Board of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 26
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Book Description
Author: California. Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 390
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Book Description
Author: Great Britain. Board of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 60
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Book Description
Author: Chao-Wen Liu
Publisher: Universal-Publishers
ISBN: 1599423804
Category :
Languages : en
Pages : 270
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Book Description
Teacher evaluation is an activity of assessing teachers' performance. It is equivalent to teacher appraisal/teacher performance management in England. This study explores the complexities of implementing Teacher Evaluation in primary schools in Taiwan. It concentrates principally on the development of Teacher Evaluation in Taiwan in the light of international research, especially that relating to the English context. The philosophical perspective with which this study is most closely aligned is constructivism. In particular, using qualitative methods of documentary analysis and interviews, it explores the nature of Teacher Evaluation and the meaning held by implementers. Government publications, including books, journals and other documentation from public institutions were examined to trace the development of Teacher Evaluation in Taiwan, and how it might be influenced by globalisation. Interviews were carried out with 3 head teachers and 7 teachers from 3 primary schools in Taiwan and 3 officers from different levels of official organisations. A Recommended Model of Teacher Evaluation was synthesised from the review of international research. Using the Recommended Model of Teacher Evaluation to evaluate the implementation of Teacher Evaluation for Professional Development in Taiwan, the effectiveness of the project was demonstrated. However, by looking at the empirical data, some limitations were observed, including deficiencies in the administrative system, teachers' heavy workload, the reluctance of teachers to accept changes, and insufficient knowledge of the relevant policy. Other obstacles were noted, including inadequately trained evaluators, the lack of a mechanism for professional dialogue, and the incoherence of the educational policy. This study shows that most teachers agree with the measures in the Teacher Evaluation for Professional Development implemented by the Ministry of Education, although some supplementary measures need to be established in a more sophisticated manner before it can be implemented fully. Finally, this study further proposes suggestions for a Teacher Evaluation model based on the Recommended Model of Teacher Evaluation, the implementation of the current Teacher Evaluation for Professional Development, and ideal models mentioned by the interviewees.
Author: Scotland. Education Dept
Publisher:
ISBN:
Category :
Languages : en
Pages : 650
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Book Description
Author: Ohio. Department of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 72
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Book Description
Author: Great Britain. Board of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1226
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Book Description
Author: Great Britain
Publisher:
ISBN:
Category : Delegated legislation
Languages : en
Pages : 1190
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Book Description
Author: Great Britain. Board of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 960
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Book Description
