A review of teacher evaluation beliefs

Teacher evaluation beliefs have received a substantial amount of attention in the educational literature, but comparatively little attention from the belief research topics specially. As the driving force, evaluation resembles belief mention but lack the systemic description. On the base of the student-centered and teacher-centered philosophy, in the present paper, we provide a literature review to explore the essential factors of teacher evaluation beliefs (why, what, who, when and how), followed by the key problems of Chinese New Curriculum Reform as “why-aim”, “what-content”, “who-student-teacher relationship”, “how-method” and “when- time”. In line with the discussion of five factors of evaluation beliefs, we proposed six perspectives to inform educational researchers for the further researches

Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation

In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self-efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers' self-efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice

Maatschappelijke waardering en professionaliteit: componenten van de aantrekkelijkheid van het lerarenberoep

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Differentiated instruction in teacher education : a case study of congruent teaching

Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem. This case study aims to investigate the (congruent) realization of differentiated instruction in teacher education using ethnographic tools. The results indicate that the observed teacher educator demonstrated limited forms of differentiation, largely without providing meta-commentary. Therefore, she is not a role model on the subject of differentiated instruction in the view of student teachers. These results are discussed in depth, and form a basis for further research and suggestions for practice in teacher education

A qualitative study of in-service teacher evaluation beliefs

Evaluation is traditionally seen as judgment to help teachers assess the educational outcomes. However, evaluation also plays an important role in the development of teaching and learning process as a key driving element. As evaluation is often used as a tool, it offers little opportunity for these attributes (learning environment, behaviour, competence and attitude) to develop. Thirty-one Chinese in-service teachers were interviewed to ascertain their evaluation beliefs In the classroom. The result shows that in-service teachers define their evaluation in terms of who, why, what, how and when to evaluate. Implications of this research suggest in-service teachers should have an integral role in designing a curriculum and systems relevant to the evaluation context if educational researchers are all concerned with their beliefs

Tradition VS reform: a critical review of teacher evaluation beliefs in China

In context of Chinese New Evaluation reform devoting to change the negative aspects of traditional evaluation including evaluating aim, content, method and student-teacher relationship as well as testing system, we disclosed that the “top-to-down” political and educational system is the critical barrier to block the new theories putting into practice. In order to promote communication between top and down, this paper focuses on the evaluation (the driving force) to explore the relationship between teacher beliefs (why, what, who, when and how) in the classroom and the key problems of New Evaluation reform as “why-aim”, “what-content”, “who-student-teacher relationship”, “how-method” and “when- time”, and then explore some effective counter-measures to involve both top and down into harmony communication to promote Chinese education development