Roles and Strategies of Teacher Evaluation: Teachers’ Perceptions

Clipa, Otilia

doi:10.1016/j.sbspro.2015.02.243

Cited by 10 publications

(15 citation statements)

References 13 publications

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“…Many scholars have studied the field of teacher education and professional development. One way of providing teachers with sustainable opportunities of professional development is to investigate their teaching practices in order to see their professional needs and their effectiveness, which would reflect positively on students' learning (Stoller, 1996;Fullan, 2007;Leaman, 2008;Kimball and Milanowski, 2009;Darling-Hammond and Lieberman, 2012;Maggioli, 2012;Clipa, 2015;Jiang, 2017). According to Stoller (1996) investigating teachers' performance is the main aim of in observing the teaching process in the classroom where supervisors use an observation checklist to document ideas and find evidence of students' learning to discuss with the teacher in a briefing session to improve the teacher's performance.…”

Section: Teacher Education Professional Development and Classroom Obmentioning

confidence: 99%

“…It can provide a clear picture on how instruction is delivered, difficulties students may encounter and how teachers can share practices. Clipa (2015) maintained that the purpose of evaluation would be to perfect the quality of teaching to be visible in the quality of students' performance. According to Jiang (2017) teachers are individuals with potential and sustainable development qualities.…”

Section: Teacher Education Professional Development and Classroom Obmentioning

confidence: 99%

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Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Tawalbeh

2020

International Journal of Education and Practice

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This paper investigated the instructors' perceptions of supervisors' classroom observation practices at Taif University English Language Center (TUELC) in the second semester of the 2018-2019 academic year. The researcher attempted to answer two questions. The first investigated the instructors' perceptions of supervisors' classroom observation practices. The second question investigated the instructors' suggestions for better practices by supervisors. A 4-Likert scale questionnaire was used to gather data from fifty nine instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics, using means, standard deviation, frequencies, and percentages. The results showed that the instructors were generally satisfied with the supervisors' classroom observation practices. However, some had certain concerns regarding some observation practices to be considered for further action of improvement. In addition, the instructors had several suggestions for better practices implemented by supervisors. The most important of these was the suggestion to conduct peer observation. Based on the results, the researcher drew several conclusions and recommendations. Contribution/Originality: This study contributes to the existing literature by adopting the collaborative approach of supervision following the proposed observation guidelines. Adopting this approach can contribute to changing the negative perceptions instructors have regarding classroom observation in terms of the evaluative nature of the current authoritative practices implemented by supervisors.

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Section: Teacher Education Professional Development and Classroom Obmentioning

confidence: 99%

Section: Teacher Education Professional Development and Classroom Obmentioning

confidence: 99%

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Tawalbeh

2020

International Journal of Education and Practice

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“…La evaluación docente es actualmente uno de los grandes retos de muchos sistemas educativos (Marchesi, 2009), por lo que debe abordarse con cuidado para que contribuya tanto a la mejora de la profesión como a la de las instituciones educativas (Clipa, 2015). Para lograr tales objetivos, algunas investigaciones (Coloma, 2010;Norris et al, 2017) reconocen la importancia de contar no solo con la participación de los profesores en todo el proceso de evaluación, sino de asumirlos como sujetos de evaluación.…”

Section: ¿Qué Dicen Los Profesores Que Enseñan Matemáticas Sobre Las unclassified

“…Diversos investigadores han enfatizado la importancia de estudiar las percepciones de los profesores sobre la evaluación docente (Brown, 2004;Clipa, 2011;2015;Coloma, 2010;Isoré, 2009;Norris et al, 2017), dado que la forma en que ellos perciben la evaluación se vincula con sus propias experiencias frente a cómo la han vivenciado. Tomando como antecedentes los estudios de Pajares (1992), se comprenden las percepciones del profesor como un concepto que relaciona sus creencias, concepciones, ideologías personales, puntos de vista y prioridades idiosincrásicas, y, por tanto, influyen en sus comportamientos y decisiones (Speer, 2005).…”

Section: Evaluación Docente En Colombiaunclassified

¿Qué dicen los profesores que enseñan matemáticas sobre las bondades y limitaciones de la evaluación docente?

Martínez-Castro

Zapata‐Cardona

Castro

2020

Rev.virtual univ. catol. norte

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Estudiar la valoración que los profesores que enseñan matemáticas hacen sobre la evaluación docente es esencial para apoyar la reorganización de este proceso. En este artículo se estudian las bondades y limitaciones que los profesores en la educación obligatoria perciben sobre la evaluación docente. La metodología atendió a un paradigma cualitativo, donde los informantes fueron 128 profesores de instituciones educativas, de carácter público, de las regiones del departamento de Antioquia, Colombia. Los profesores enseñaban en diferentes niveles del sistema educativo, y respondieron a una encuesta que indagaba sobre las bondades y limitaciones del sistema de evaluación actual. Los resultados muestran que los profesores ven muchas más limitaciones que bondades en el sistema de evaluación docente, a pesar de reconocer su importancia. Entre las limitaciones señaladas se encuentran la subjetividad del proceso, la poca retroalimentación para los docentes y la poca pertinencia. Dentro de los resultados se destaca que el sistema de evaluación docente debería tener en cuenta la formación del profesor, la producción académica, y el contexto en el cual se desempeña. Se concluye de este estudio que es necesario transformar la mirada de la evaluación sumativa a una evaluación formativa que aporte al mejoramiento de la labor docente.

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“…The focus on early education and preschool years is important because this is the period when the children are rapidly growing and if the development process is neglected in this stage, it is more difficult and expensive to compensate these losses later (Gramaticu, 2011;Badea, 2014;Clipa & Boghean, 2015).…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Education – Parents’ Perceptions

Clipa¹,

Gavriluță²

2017

The European Proceedings of Social and Behavioural Sciences

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Early childhood is the most important period from a child's life, as it is marked by crucial moments for its success at school and in life. Adult's intervention during this period is fundamental. Early education targets the time interval between birth -because the child starts learning and develop since birth-and the age of 6/7 -the age of school start. Early education is done both in the family as well as within the specialized services, as day-care or kindergarten. For most of the teachers (kindergarten teacher -child carers) who took part in this study, early education of the early preschool age children was a challenge, but, after the adjusting period of the children they noticed clear progresses of their behaviour, sometimes even in short intervals of time (1-2 weeks). The subject suggested for research is comprised within the early education field, in the meaning of specialized intervention within the small child's education. The education before preschool period is very important for the early development of the child.

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Roles and Strategies of Teacher Evaluation: Teachers’ Perceptions

Cited by 10 publications

References 13 publications

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

¿Qué dicen los profesores que enseñan matemáticas sobre las bondades y limitaciones de la evaluación docente?

Early Childhood Education – Parents’ Perceptions

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