Evaluation Research For Teacher's Professional Development

The quality evaluation of classroom instruction with the aim of facilitating teacher's professional development has always been a great concern in the field of educational theory and practice. For several reasons, the implementation of the evaluation of classroom instruction cannot often play the role as well as what it is supposed. This thesis begins by making a research into the status quo of the quality evaluation of classroom instruction. Then the contributions it can make to teacher's professional development are elicited and some of the issues are also determined. After that, with the aim of enriching the theory of educational evaluation, an evaluation scheme for the classroom instruction is constructed to adapt to the circumstances of teachers by practical research.In the first part, some interrelated concepts are discussed. How to define the concepts forms the basis for further discussion. Many of the problems that arise in the practice are partly due to the misunderstandings and one-sided view of some basic concepts by some theorists and forefront teachers. This can impede the evaluation implementation. Therefore, in this part, some correlative concepts that have been defined by foreign experts are discussed so as to establish the standpoint of this thesis. And the contributions this research can make are also summarized. The in-depth research on the quality evaluation of classroom instruction can facilitate teachers to change their way of thinking about education and their teaching behavior.The second part deals with the analysis of the problems and reasons that has arisen from the research on the evaluation which can facilitate teacher's professional development. First, from the perspective of teacher's professional development, the author analyzes how the correlative research in the foreign countries has encountered educational evaluation and why both of them have come to permeate with each other for mutual benefits. The quality evaluation of classroom instruction, as an important part of the educational evaluation, emerged just in the permeating process. Secondly, the author discusses the status quo concerning the research on the quality evaluation of classroom instruction. Not only the contributions are pointed out, but also the problems are examined as well. And the reasons behind the problems are also analyzed. The author points out that the existing quality evaluation mechanism for classroom instruction and the comprehensive qualities of our school administrators cannot guarantee teacher's professional development. And the care for human nature has been lost in its implementation. Therefore, on this basis, the quality evaluation of classroom instruction must be reconstructed in order to adapt itself to the on-going educational development.The third part gives another thought on how the quality evaluation of classroom instruction can be constructed. Under the guidance of the humanism and constructivism, drawing on the accomplishments made by the contemporary research on the quality evaluation, the author chooses six items as the main guidelines for quality evaluation of classroom instruction. The six items are teaching aims, teaching content, teaching process, teaching method, teaching competency, and teaching effectiveness. And thereby an evaluation criterion is developed.The fourth part deals with the practical research on the quality evaluation of classroom instruction. After briefly introducing the research plan and approaches, its implementation is then discussed in great detail from three different stages. The research effectiveness is analyzed from the changes that have taken place on teachers and students. Finally, the problems that have arisen from the research are put forward, waiting to be resolved by other researchers.