What Can We Learn From ICT-CST In The Respect Of Building Up The Teacher Evaluation Indicator Systems For Primary And Secondary Schools In China?

With the rapid development of information and communication technology, the society is running into the ICT era which leads the new responsibility and mission. Teachers are like the key for school educational quality and for nurturing the talents for socialist modernization. In fact, this ICT era puts high educational standards for teachers and challenges teachers' ability. In order to meet the needs of the changing educational context, the UNSCO issued "Information and Communication Technology Competency Standards for Teachers" in 2008 which includes Technology Literacy Approach Teacher Competency Standards Modules, Knowledge Deepening Approach Teacher Competency Standards Modules, Knowledge Creation Approach Teacher Competency Standards Modules. Actually, each country could draw on the effective competency standards for teachers according to its own productive ability to improve its teachers' ICT abilities.In qualitative research part, the related literatures have been reviewed and analyzed by defining and searching core notions including Technical Competency of education, Teacher Evaluation Indicator, Information and Communication Technology, Knowledge Creation Approach. In addition, the related theories such as Theory of Teacher Capability, Teacher Evaluation Theory and Teacher Effectiveness Theory. Meanwhile,18 teachers were interviewed which provides information and research framework to the empirical part of this study.In quantitative research part, schoolmasters, teachers, administrators, supplementary staff, research staff in primary and secondary school have been randomly surveyed by questionnaires in Liaoning Province under the assistance of leaders and staff of Teacher Administration Institute of Liaoning Province.1658 questionnaires copies have been distributed to 13 areas across Liaoning Province. Having deleted the invalid feedbacked questionnaires,1478 valid questionnaires were left. And the effective rate is up to 89.14%. Factor analysis and reliability test were used to analyze the collected data.In total, there are 16 indictors in the Knowledge Creation Approach Teacher Competency Standards Module, this research has revealed that 11 indictors could be "borrowed" in building up the Chinese Teacher Assessment Index for Evaluating Teachers in Primary and Secondary School. Finally, four aspects we have learned from the ICT-CST of UNESCO in the respect of building up the Teacher Assessment Index in China are as the following:a. the importance of the teachers involving in national education policy reforms; b. student-centered curriculum and assessment; c. strengthening the use of ICT for teacher education and for their professional development.