Teachers' Reflective Self-evaluation

At first, we analyzed the factors that influence teachers' reflective self-evaluation from three aspects including social environment, educational and personal contexts. Then in Chapter Two we discussed the necessary knowledge preparation for self-evaluation, mainly including pedagogical knowledge and educational evaluation knowledge. We introduced several educational evaluation models and how these models are applied to teachers' reflective self-evaluation.In implementing self-evaluation, we must determine the content and criteria of self-evaluation. There are extensive contents of teachers' reflective self-evaluation. In Chapter Three we divided the contents of self-evaluation into instructional goals, subject-matter content, pupils, assessment of achievements, teaching processes according to the instructive elements. Teaching processes were analyzed in detail including the cognitive aspects, affective aspects, classroom organization and management.Every evaluation is subjective, teacher's self-evaluation is especially linked to the inner world of the valuator. Teachers' educational orientations and conceptions form the criteria of teachers' reflective self-evaluation. We discussed separately how these orientations and conceptions embodied in each of the teaching elements: instructional goals, the subject-matter content, pupils, teaching process and assessment of achievement.We discussed the qualitative and quantitative methods for teachers' reflective self-evaluation in Chapter Four. The qualitative methods mainly included personal documents such as journals, logs, diaries, modes of teacher's role, portfolios and so on. The quantitative methods primarily included category systems, rating scales and checklist. For teachers arevery difficult to find a ready instrument for self-evaluation we furtherdiscussed how to develop self-evaluation instmments to meet teachers' specific needs.Any successful revolution needs a supportive professional environment So we deliberately discussed the matching measures to support teachers' reflective self-evaluation in the last part of this dissertation. We introduced the study organization and promote to establish teacher professional development school and teacher professional development teams on the basis of the ideal and values of study organization, and implement teacher professional development programs to pioneer the road for teachers' effective self-evaluation and sustained professional development.