Citation

School’s response to the reform in teacher evaluation: A case study on a Chinese primary school

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Abstract:

To enhance the new curriculum reform, China in recent years has witnessed a movement of reconstructing the teacher evaluation system. Numerous new conceptions and models of teacher evaluation have been introduced into the schools throughout the country. New teacher evaluation has become a widely acknowledged issue in the educational studies circle, as well as the schools. Concerning the large mounts of existed domestic studies, their primary focus, however, is on the definition of different kinds of new teacher evaluation borrowed from the west, and their significance to the promotion of school reform and teacher professional development. Few of them have a special eye on the implementation of the new teacher evaluation in the schools. Base upon the field work conducted in a primary school in southeast China, this case study will adopt the theoretical tools shaped by post-structuralism, by which to address many overlooked questions about the school’s response to the new teacher evaluation in China: how do the principal and teacher define the reform of teacher evaluation according to their own interest and imagination; what kinds of school-based policies and initiatives have been invented to implement their new teacher evaluation; what is the result of these reforming efforts from the perspectives of teachers’ professional self-realization.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492862_index.html
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MLA Citation:

He, Shanyun. "School’s response to the reform in teacher evaluation: A case study on a Chinese primary school" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492862_index.html>

APA Citation:

He, S. "School’s response to the reform in teacher evaluation: A case study on a Chinese primary school" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492862_index.html

Publication Type: Panel Paper
Abstract: To enhance the new curriculum reform, China in recent years has witnessed a movement of reconstructing the teacher evaluation system. Numerous new conceptions and models of teacher evaluation have been introduced into the schools throughout the country. New teacher evaluation has become a widely acknowledged issue in the educational studies circle, as well as the schools. Concerning the large mounts of existed domestic studies, their primary focus, however, is on the definition of different kinds of new teacher evaluation borrowed from the west, and their significance to the promotion of school reform and teacher professional development. Few of them have a special eye on the implementation of the new teacher evaluation in the schools. Base upon the field work conducted in a primary school in southeast China, this case study will adopt the theoretical tools shaped by post-structuralism, by which to address many overlooked questions about the school’s response to the new teacher evaluation in China: how do the principal and teacher define the reform of teacher evaluation according to their own interest and imagination; what kinds of school-based policies and initiatives have been invented to implement their new teacher evaluation; what is the result of these reforming efforts from the perspectives of teachers’ professional self-realization.


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