A Research On The Evaluation Of Teachers In Primary And Middle Schools Based On Their Professional Development

It is an important issue concerned by educational managers to facilitate teachers' professional development through the evaluation, especially when it is during the time that education goes towards the multiplex one. How to adapt to the latest development of Chinese educational reform, how to found and improve teachers' evaluation system effectively, those are the problems that educational managers face nowadays. As a matter of fact, evaluation and teachers' professional development are indivisible. In order to make efforts for teachers' professional development in our country, this dissertation aims to analyze the relevant study on teachers' evaluation both at home and abroad, and discuss the relationship between these two issues. The author wants to construct an ideal evaluation model facilitating teachers' professional development so that we can guide the innovation of teachers' evaluation and ultimately promote the development of the teachers. Around this topic, the dissertation goes as following:This article is divided into four parts. In the first part (introduction), the author firstly clarifies the relationship between the teachers' evaluation and their professional development, secondly puts forward the problem that the author is to be resolved, the main content and the meaning of this research. Finally, the author also defines the thoughts and the methods of the research.In the first chapter, the author analyzes the elementary theory of the developing teacher evaluation system: it is a kind of formative evaluation which is based on the aim, stresses the process and the timely feedback. The author concentrates on its intrinsic essence, basic principle and the related modern educational theories, providing the fundamental support for the article.In the second chapter, the author investigates the actual teachers' evaluation system by sending out questionnaires and interviewing with the principals. The author probes into the negative factors in the actual teacher evaluation that hinder teachers' professional evaluation. For example, the principle "cute of ef(?)ciency" leads to the loss of the aims about evaluation, the principle "cute of administration" leads to the current concept of the values, and the principle "cute of diploma" results in the spread of the "diploma education" and the teachers' distrust of the evaluation. Furthermore, the disjoint between the evaluation activities and teachers' professional activities results in the school's neglect of teachers' professional development.In the third chapter, based on some individual studies in primary and middle schools, the author puts forward the standards of the teachers' professional development(including aims, contents, main parts, standards and methods), and constructs some effective measures which can prompt teachers' professional development: to strengthen concerns about teachers' professional development, to focus on the overall evaluation, to establish a harmonious multi-participating evaluation system and to select the self-appraisal as the core so as to promote the teacher self-reflection.