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Author: Chao-Wen Liu Publisher: Universal-Publishers ISBN: 1599423804 Category : Languages : en Pages : 270
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: Chao-Wen Liu Publisher: Universal-Publishers ISBN: 1599423804 Category : Languages : en Pages : 270
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: Shen-Keng Yang Publisher: Routledge ISBN: 1317620054 Category : Education Languages : en Pages : 282
Book Description
Since the Teacher Education Act was in place in 1994, student teachers were educated through diverse educational institutions instead of the traditional normal schools (Taiwan’s equivalent of teachers’ colleges). But such market-based teacher education has been altered by politics, society and culture in the direction of government-controlled teacher education, particularly in the quality evaluation of teacher education. Taiwan maintains teacher education quality by controlling the number of teachers, using teacher assessment to eliminate teachers who are not up to standard, evaluating teacher education institutions, evaluating professional development of teachers to raise elementary and secondary teacher quality. This book uses Taiwan as a case study to analyze the transformation of teacher education in a country which goes through political, economic and societal transitions, along the axis of state regulation vs marketization. It analyzes the uniqueness of Taiwanese teacher education for international reference, and draws implications for teacher education policies in the context of education reform. The Formation of Two Approaches to Teacher Education Teacher Education Policy and Policy Direction in Taiwan The Ideology, Implications, Applications of Teacher Profession Standards The Teacher Education Strategic Alliances in Taiwan This book will interest policy makers, researchers and students in the field of education, especially in teacher education and comparative education.
Author: John Chi-Kin Lee Publisher: Routledge ISBN: 1000454142 Category : Education Languages : en Pages : 308
Book Description
This book addresses the past and changing contexts of Chinese and German teacher education under the impact of globalization and echoes "quality" issues of teacher education. This edited book provides a comprehensive discussion on other issues in the management and implementation of change in teacher education related to teacher education curricula for professional development of teachers. A combination of chapters provides an overview, a review of literature and research as well as offering examples of teacher education practice and updated empirical research on these topics co-edited by two senior scholars and written by experts from Mainland China (including Hong Kong ) and Germany. The volume addresses key issues on teacher standards, ICT in education and e-learning in teacher education, STEM education, vocational teacher education, university-school partnership in teacher education and teaching Chinese or German as a second language. This is an up-to-date academic book to look at profound issues related to quality in teacher education and teachers’ professional development in mainland China and Germany. It will be a useful reference for graduate students and researchers in the field of international and comparative education, teacher education and curriculum studies, teacher educators and practitioners to learn from trends, best practice and challenges that have been encountered in Mainland China and Germany.
Author: Timothy S. Brophy Publisher: Oxford University Press ISBN: 0190248114 Category : Music Languages : en Pages : 848
Book Description
In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.
Author: Nicholas Sun-Keung Pang Publisher: Routledge ISBN: 1351206176 Category : Education Languages : en Pages : 200
Book Description
This book discusses distinctive features of the professional learning community concept, practices and processes across six different education systems in the Asia-Pacific region, namely Mainland China, Hong Kong, Taiwan, South Korea, Singapore, and the United States. It provides a platform for an exchange of different perspectives and offers alternative possibilities of theorizing professional learning communities across different socio-cultural contexts. Contributors provide valuable insights for policy makers, education researchers and educators in the Asia-Pacific region and elsewhere to deal with critical questions about the improvement of teaching and learning and school improvement in a globalizing world. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Author: Peter Blatchford Publisher: Routledge ISBN: 131764347X Category : Education Languages : en Pages : 381
Book Description
Much debate, research and commentary about class sizes in schools is limited because of an exclusive concern with class size and pupil academic attainment, and a neglect of classroom processes, which might help explain class size effects (or lack of them). Very little is known about the central question: how can teachers make the most of class size changes? Much of the commentary on class size effects has focused on Western and English-speaking countries but there are promising developments elsewhere, particularly the 'Small Class Teaching' initiatives in East Asia in the past decade, which have brought new knowledge and practical wisdom to the class size debate. This book seeks to move toward a clearer view of what we know and do not know about class size effects, and to identify future steps in terms of policy and research. There is a huge and exciting potential for international collaboration on knowledge concerning class size effects which can help with research-informed policy. The book aims to draw out Eastern and Western international contexts which underpin any understanding of the role of class size in school learning. The book has chapters by an international team of experts on class size effects, including Maurice Galton and John Hattie. Chapters are organised into four main sections: Socio-cultural and political contexts to the class size debate in the East and West; Research evidence on class size; Class size and classroom processes likely to be related to class size changes; Professional development for small class teaching in East Asia.
Author: Shenkeng Yang Publisher: Routledge Research in Teacher ISBN: 9781138804302 Category : Education Languages : en Pages : 0
Book Description
9 Evaluation of the professional development of school teachers -- 10 Teacher education strategic alliances in Taiwan Sheng-Yao Cheng -- 11 The evaluation of teacher education for quality assurance in Taiwan -- 12 State control vs the market mechanism: Taiwan's experience with teacher education -- Name index -- Subject index
Author: John Chi-Kin Lee Publisher: Taylor & Francis ISBN: 1136825231 Category : Education Languages : en Pages : 252
Book Description
Much has been written about globalization and the challenge of preparing young people for the new world of work and life in times of complexity and continuous change. However, few works have examined how globalization has and will continue to shape education in the East. This volume discusses education within the context of globalization and examines what is occurring in schools and systems of education in the People's Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia. Closer examination of recent developments and current trends reveal the same turbulence and a range of common issues in areas such as assessment, curriculum, leadership, management of change, pedagogy, policy, professional capacity and technology. This volume demonstrates the commonalities and differences and offers tremendous insight into the way things are done in places where student achievement is high but there is also a sense of urgency in continuing an agenda of change.
Author: Zijian Li Publisher: Chinese University Press ISBN: 9789629963774 Category : Education Languages : en Pages : 456
Book Description
More than ever, schools are regarded as a learning community in which its leaders, and therefore the school's primary agents of change, are expected to stay abreast of the latest developments in education and instruction. This book provides important insights for improving professional development activities, school-university partnerships and networks, educational management, as well as teaching and learning in schools and colleges. It builds on research conducted in the 1990s, during which the pursuit of school improvement and skill development first converged.
Author: Chao-Wen Liu
Author: Chao-Wen Liu
Author: Shen-Keng Yang
Author: John Chi-Kin Lee
Author: K. W. Chau
Author: Timothy S. Brophy
Author: Nicholas Sun-Keung Pang
Author: Peter Blatchford
Author: Shenkeng Yang
Author: John Chi-Kin Lee
Author: Zijian Li