DEVELOPING A PARTICIPATORY MODEL FOR TEACHER EVALUATION AND PROFESSIONAL DEVELOPMENT: A CASE STUDY

Download

10501063.pdf

Date

2022-10

Author

Güneş savul, Emel

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

286
views

457
downloads

This case study aimed to develop a participatory teacher evaluation model to promote teachers’ professional development. A private primary school was determined as the case, and the study was conducted in the academic year of 2018-2020. Classroom teachers, principals, and experts working in this school constituted the participants. The first part of the research aimed to provide an in-depth analysis of perceptions of participants on current teacher evaluation and professional development practices. In the second part of the study, the researcher developed an initial model in line with the opinions obtained from the first part. Initial model was introduced to the participants and the opinions of the participants were taken with focus group interviews. In the third part of the study the guide of the model and the data collection tools to be used in the model were developed in line with the opinions obtained from the second part. The developed teacher evaluation model was aimed to ensure the professional development of teachers in the qualifications of planning and preparation, instruction, reflective thinking, communication and collaboration, and professional responsibilities. Data aimed to be collected from multiple sources with the help of the developed data collection tools (classroom observation form, pre-observation, and post-observation interview forms, self-evaluation form, lesson plan review form, and professional responsibilities evaluation form). Functional reports covering the holistic evaluation of the teacher would be shared with the teacher at the end of each academic term, giving the teacher the right to speak through face-to-face meetings with the school principal.

Subject Keywords

Teacher Evaluation Model, Participatory Teacher Evaluation, Professional Development, Case Study

URI

https://hdl.handle.net/11511/99750

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Investigating the Impact of Long-term Professional development through Teacher Evaluation Oktay, Özlem; Eryılmaz, Ali (Nesibe Aydın Education Inst, 2020-9-8) Educational reform efforts support professional development (PD) programs for teachers as a means to establishing possible outcomes that may affect changing teacher practices, student learning, and impact on economic and educational foundations. PD programs require evaluation in order to appraise their effectiveness, and seeking participant opinion following program implementation is one such valid method. The aim of the current study is to determine in-service physics teachers' evaluation about the impact ...
Ways to uncover teachers' beliefs Erkmen, Besime (2012-02-11) The field of teacher education and teacher cognition has recently seen increasing interest in investigating teachers' beliefs about teaching and learning with the recognition that beliefs influence teachers' planning, decision-making and classroom behaviour. Since beliefs cannot be directly observed or measured, researchers in this field have sought for various effective data collection methods to elicit teachers' beliefs. This paper, which is part of a larger study, aims to offer insights into certain qual...
Fostering Turkish Early Childhood Teachers' Professional Growth about Education for Sustainability through Media Literacy Alici, Sule; Şahin, Volkan (2023-01-01) This article aims to document the findings of a professional development intervention study seeking to promote in-service preschool teachers' professional growth about education for sustainability (EfS) through media literacy (ML). The overall aim of this year-long action research project (based on the Analyze, Design, Develop, Implement and Evaluate or ADDIE approach) was to foster teachers' knowledge and awareness regarding EfS via a professional development program incorporating media literacy education....
Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01) This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...
Continuing Professional Development for Language Teachers Bal Gezegin, Betül; Seferoğlu, Gölge (University of Évora, 2019-01-01) This paper reviews a selection of research from the field of teacher education with a focus on professional development (PD) for language teachers. For this purpose, it investigates target studies published in related academic journals between the years of 2010-2018. Following the steps of systematic review process, review of 33 studies yielded five main themes related to PD; a) PD as a reflective practice, b) PD as a transformative process, c) Role of Collaboration and cooperation in PD, d) INSETs as PD an...

Citation Formats

E. Güneş savul, “DEVELOPING A PARTICIPATORY MODEL FOR TEACHER EVALUATION AND PROFESSIONAL DEVELOPMENT: A CASE STUDY,” Ph.D. - Doctoral Program, Middle East Technical University, 2022.