Evaluation Of Rural Primary And Secondary School Teachers Based On Field Theory

Teacher evaluation is an important channel for professional development, as well as a hot spots concerned by many educational researchers. In recent decades, researches on teacher evaluation had witnessed good harvest. Those studies, mostly from philosophical or psychological point, complemented the traditional assessment system, such as setting up new evaluation concept, developing a series of new evaluation tools etc. This paper, based on the research in the past, studies the teacher evaluation from the perspective of field theory, seeing the evaluation activities as a field and trying to integrate teacher evaluation with professional development in order to make some differently useful suggestions.Analyzed from the perspective of the field theory, teacher evaluation is a competitive field in which the actor "investing", contesting "capital", acquiring "profits". To some extent, teacher evaluation filed is the product of evaluation system, because it is just the assessment system that rendered differential "positions" which is necessary to the formation of field, such as the ranking sequence of the title of technical post. Since the existence of the "positions" which represented different "interests", the actors who wanted to take the "position" started to be in a tense relationship with each other. The network of such relations called the "field."Although the teacher education system is necessary for the formation of teacher evaluation field, but they are different in terms of the boundaries, objects, the affecting contents. These differences focus on the behavior manners of "actors". The actors' active manner is fundamentally different from the "puppet" conducted by the system. Because of this, the study from the perspective of the field theory, can exclude the invalidation from the work. In other words, the study of teacher evaluation field actually examined the effectiveness of implementation of the system. This is the core value of the research.As a social field, the operation of teacher evaluation field should comply with the general principle of field theory:the principle of interest; the principle of capital difference; competitive principle. But teacher evaluation field is also a professional field which should reflects the professional specialty. So the operation of teacher evaluation field should follow its own special principles:the principle of symbolic interests first; cooperative principle; the principle of professional capital dominance.The study, based on the speculative research, chose a rural town in HUNAN province as researching filed and discovered that there were four major dilemmas in the teacher evaluation field in YANG town:1) The actors only limited to young teachers who had not promoted yet; 2) Prevalence of substance utilitarian 3) Unable to form a healthy competition; 4) The transfer of the competition for the capital. Considered of the general principles of field operations and the special nature of the teaching profession, the causes of the dilemmas were found in the teacher evaluation field:1) The disadvantage of field interest pattern; 2) The serious deficiencies of "symbolic interest"; 3) The imbalance of professional capital; 4) The negative permeability of "non-professional capital"; 5) The vicious cycle after the habitus had shaped. Inspired by the field, the study put forward four suggestions on the promise of feasibility:1) Adding the new growth points of interest, so as to eliminate the "vacuum" of evaluation field; 2) To ensure the exchange value of symbol interests to the material interests, so as to exceed the utilitarian material in education field; 3) Establishing the evaluation system in which multiple subjects involved and ensure the rigid implementation of the system.4) Adhering to the internal appraisal-based, broaden the channel of the professional capital accumulation.