Developmental Evaluation For Teaching Ability Of A Novice Teacher In Kindergarten

The developmental evaluation that emphasizes the functions of encouragement, improvement and instruction is,a new concept of evaluation. This essay aims to explore the methods to develop the teaching ability of novice teachers in kindergarten by using developmental evaluation.On request of developmental evaluation, the research has adopted interviewing method to follow and record eight teaching activities’ processes and evaluation processes(the discussion between the teacher and her consultant of evaluation) of a novice teacher in kindergarten. Based on this point, the teacher’s changing teaching ability and its restraining factors has been systematically analyzed. As a result, the developmental evaluation has a positive effect on novice teachers’ teaching ability.1. The novice teacher’s teaching design ability is obviously improved. The design of teaching goal is more comprehensive than before. The applying ability of teaching resources is gradually improved with starting using various teaching tools and designing teaching process independently with the help of reference books. The game-based teaching program design and its pertinency is being improved.2. The development of the novice teacher’s teaching ability is lopsided. There is no obvious change happening on the teacher’s infectiousness of language, especially the teaching language; while getting better at stimulating children’s interest in class. The teacher’s controlling ability of class is getting more skillful, but there is no markedly improvement on creating studying atmosphere. The greatest progress is that the teacher has used the educational media technology pretty well.3. The novice teacher’s ability of teaching reflection develops slowly. The randomness of the refection is reduced while the pertinency is improved. The angle of reflection has gradually moved to "learning" from "teaching"; however, there is no markedly progress on the teacher’s depth of refection, summary of experience and transfer ability.The reasons due to, for one part, the restrictions of the novice teacher’s education concepts, subject knowledge and transfer ability; for another part, the authoritative effect from the consultant and the unicity of evaluation method.Further findings show that the reason why new teacher’s teaching ability is developed in the evaluation process is because developmental evaluation is actually a dialogue process between new teachers and evaluation consultants. Developmental evaluation contains a "cognitive apprenticeship system":in the real situations, the new teachers (apprentice) gradually gain the ability of finding and solving problems independently under the guidance of the consultants (master). Therefore, developmental evaluation is not only an effective mode of new teachers’ training, but also gives some reference to the training of kindergarten teachers and management of teaching quality.