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A Study On School-Based Evaluation

Posted on:2010-10-19Degree:DoctorType:Dissertation
Country:ChinaCandidate:L TianFull Text:PDF
GTID:1117360275996670Subject:Curriculum and pedagogy
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Because of the close relationship between school-based evaluation and teacher professional development, this thesis, taking teacher professional development as a breakthrough point, is to explore the meaningflilness of school-based evaluation. The research issue is on the basis that the contradiction between the needs of teacher professional development and the disorienting improving function of evaluation are becoming increasingly acute, but the ideal solutions have not been found yet. The purpose of this study is to reveal and demonstrate why and how the school-based evaluation is promoting teacher professional development. The whole study is framing by the three dimensions - the subject, process and system of evaluation. And at each dimension, further discussion about contents, conditions and process of teacher professional development is from two aspects: condition-mechanism and subject-mechanism. Finally the thesis makes a conclusion that optimizing each step of school-based evaluation is effective, especially by establishing a sound condition-mechanism and subject-mechanism, to promoting teacher professional development.Chapter one mainly reviews the research background of school-based evaluation and the research progress of school-based evaluation concerning teacher professional development, and then proposes the thesis issue. First of all, the thesis summarizes the practice pattern and the stages of research history of school-based evaluation when interpreting the origin of school-based evaluation practice and the process of theory development from an international perspective, and then makes an analysis on the necessity of school-based evaluation in China considering the background of international education reform and domestic educational reform needs. On the basis of that, it is confirmed that making research on the professional development in the context of school-based evaluation is possible.Chapter two elaborates the theoretical basis and analytic dimensions of the whole study in two parts. Part one is about the theoretical connotation related to the nature and core ideas of the school-based evaluation, pointing out that the nature of school-based evaluation is internal, independent, permanent and the core ideas are empowerment, dialogue, self-improvement. The other part is the rationale of the whole study, which, from the level of philosophy, organizational behavior and pedagogy, is to explore the origin idea that teacher should be evaluator.Chapter three is on, from the subject dimension, the possibility and reality of promoting teachers' consciousness of professional autonomy on the background of school-based evaluation. First of all, the subject-mechanism of professional development is to achieve the ideal of autonomic professional development in the vision of evaluation subject. Second, the condition-mechanism of professional development is to establish teachers' identity of evaluator. The last part is about how the teacher realizes professional development in the process of preparing and planning the school-based evaluation in the mechanism of empowerment.Chapter four is on, from the process dimension, the possibility and reality of developing teachers' professional knowledge and competency on the background of school-based evaluation. First, the subject-mechanism of professional development is to develop teachers' knowledge and competency in the vision of evaluation process. Second, the condition-mechanism of professional development is to adjust the organizational structure of schools. Last is about how the teacher realizes professional development in the process of school-based autonomy-managing evaluation in the operating mechanism of autonomy-management.Chapter five is on, from the system dimension, the possibility and reality of building a professional culture of cooperation on the background of school-based evaluation. First, the subject-mechanism of professional development is to formatting evaluation community in the vision of evaluation process. Second, the condition-mechanism of professional development is the self-improvement of school-based evaluation. Last is about how the professional culture of cooperation is normalized in the dynamic mechanism of community synergies.Based on the above analysis, chapter six is directed to the issue of promoting teachers professional development by providing some domestic and aboard experiences, and makes some rational thoughts about the influencing factors and security conditions of implementing school-based evaluation in China.
Keywords/Search Tags:school-based evaluation, teacher professional development, consciousness of professional autonomy, professional knowledge and competency, professional culture of cooperation
PDF Full Text Request
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