Abstract

Teacher evaluation is definitely an activity of assessing teachers’ performance. It is the same as teacher evaluation/teacher performance management in England. This research explores the reasons of applying Teacher Evaluation in primary schools in Taiwan. It concentrates primarily on the introduction of Teacher Evaluation in Taiwan within the light of worldwide research, especially that regarding the British context.

The philosophical perspective that this research is most carefully aligned is constructivism. Particularly, using qualitative ways of documentary analysis and interviews, it explores the character of Teacher Evaluation and also the meaning held by implementers. Government publications, including books, journals along with other documentation from public institutions were examined to follow the introduction of Teacher Evaluation in Taiwan, and just how it may be affected by globalisation. Interviews were transported by helping cover their 3 mind teachers and seven teachers from three primary schools in Taiwan and three officials from various amounts of official organisations.

A Suggested Type of Teacher Evaluation was synthesised in the overview of worldwide research. While using Suggested Type of Teacher Evaluation to judge the implementation of Teacher Evaluation for Professional Rise in Taiwan, the potency of the work was shown. However, by searching in the empirical data, some limitations were observed, including too little the executive system, teachers’ heavy workload, the reluctance of teachers to simply accept changes, and inadequate understanding from the relevant policy. Other obstacles were noted, including inadequately trained evaluators, the possible lack of a mechanism for professional dialogue, and also the incoherence from the educational policy.

This research implies that most teachers accept the measures within the Teacher Evaluation for Professional Development implemented through the Secretary of state for Education, even though some extra measures have to be established in a more elaborate manner prior to it being implemented fully.

Finally, this research further proposes recommendations for an instructor Evaluation model in line with the Suggested Type of Teacher Evaluation, the implementation of the present Teacher Evaluation for Professional Development, and excellent models pointed out through the interviewees.

Featured within this Category

Such as this book

Top Dissertations

1955

by Noam Chomsky at College of Pennsylvania

Chomsky received his Ph.D. in linguistics in the College of Pennsylvania in 1955. He conducted a part of his doctorate research during 4 years at Harvard College like a Harvard Junior Fellow. In the doctorate thesis, he started to build up his linguistic ideas, elaborating in it in the 1957 book “Syntactic Structures,” certainly one of his best-known works in linguistics. Chomsky continues to be referred to as the “father of contemporary linguistics” and it is today a significant figure of analytic philosophy.