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Journal articles on the topic 'Appraisal of beginning teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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1

Keller-Schneider, Manuela, and Uwe Heriks. "Beginning Teachers’ Appraisal of Professional Requirements and Implications for Teacher Induction in Switzerland." Education & Self Development 14, no. 3 (September 30, 2019): 62–79. http://dx.doi.org/10.26907/esd14.3.07.

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Jiang, Zheng, Ida Ah Chee Mok, Xin Yang, Simiao Liu, and Mudan Chen. "Pattern and Dynamics of Teacher Emotions during Teaching: A Case Study of a Senior Secondary Mathematics Teacher." Sustainability 14, no. 15 (July 26, 2022): 9097. http://dx.doi.org/10.3390/su14159097.

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Understanding the emotional dimension of classroom practices benefits sustainable education. However, the dynamic nature of teacher emotions during teaching remains understudied. To acquire an “in-depth” description of the emotional phenomena during teaching, a case study was adopted to examine the pattern and dynamics of a senior secondary mathematics teacher’s teaching-related emotions. Seven new mathematics lessons were observed and videotaped, and three video-stimulated, post-lesson teacher interviews were conducted. Based on appraisal theories of emotions, thematic analysis and content analysis were mainly used to analyse the data. The study revealed that the teacher most frequently experienced happiness/satisfaction as positive emotions and confusion/surprise as negative emotions. The emotions followed a three-stage process: perceptions, multilevel appraisals, and responses. The teacher most often perceived her students’ cognitive accuracy and adopted goal/need conduciveness/attainment, the discrepancy from expectations, and causal attribution as core appraisal dimensions. Teacher emotions in classrooms were also often hierarchical and cumulative, shifting from more negative at the beginning of a new semester to more positive at the middle of the semester. This study shed light on the dynamic development of teacher emotions, extending the theories and process models of emotions from the psychological field to educational research and facilitating teachers’ sustainable professional development.

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Powers, Donald E. "ASSESSING THE CLASSROOM PERFORMANCE OF BEGINNING TEACHERS: EDUCATORS' APPRAISAL OF PROPOSED EVALUATION CRITERIA." ETS Research Report Series 1992, no. 2 (December 1992): i—10. http://dx.doi.org/10.1002/j.2333-8504.1992.tb01487.x.

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Silvers, Penny, and Josephine Sarvis. "Appraisal Centers: A Formative Assessment Model for Preservice Teachers to Demonstrate Emerging Theory–Practice Understanding." Journal of Education 200, no. 3 (October 29, 2019): 196–206. http://dx.doi.org/10.1177/0022057419881172.

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Appraisal Centers provide authentic experienced-based communities of practice for preservice teachers (PSTs) to show application of theory into practice at critical gateways throughout their elementary education program while fulfilling School of Education dispositions, course objectives, and state standards. A goal is to provide formative assessment opportunities for PSTs to present inclusive, differentiated teaching practices at increasing levels of proficiency for culturally diverse 21st-century classrooms. Appraisal Centers provide multiple opportunities for PSTs to reflect on the complexities of teaching and learning, and the importance of embracing a culturally responsive, critically literate professional identity as emerging beginning educators.

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Adedapo, Adeyemi, and Bolanle T. Opoola. "Levels of Integrating the ASSURE Model in Lesson Delivery of Selected Primary School Teachers in Nigeria." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 177. http://dx.doi.org/10.17507/jltr.1201.19.

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Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing instructional media. Three research questions guided the study. Fifty primary school teachers were purposively sampled and responded to a questionnaire during the 2016 FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshop. An appraisal of the sit-in-observations of this workshop shows the need for assessing the use of integrating the ASSURE model in lesson delivery. Results show that primary school teachers were below the average in terms of analyzing their pupils’ characteristics before beginning their lessons and slightly above averages in the areas of systematically defining the lesson objectives and utilization of instructional media. It is recommended that the FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshops be extended to all categories of teachers in the UBEC scheme to update their knowledge to ensure effective teaching and learning situations.

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Greenwalt, Kyle. "Discourse, Narrative, and National Identity: The Case of France." Harvard Educational Review 79, no. 3 (September 1, 2009): 494–520. http://dx.doi.org/10.17763/haer.79.3.43261g133731p248.

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France provides an ideal context for beginning to understand how schooling affects students' understanding of their national identity. In this article, Kyle Greenwalt examines the discursive practices through which a group of French secondary students constructed their national identity. Following an appraisal of the historiographical literature of nineteenth-century French nation-building, the author proceeds with a phenomenological analysis of the discourses students used to make sense of their lived experiences with teachers and schooling. Greenwalt evaluates the continued presence and salience of traditional versions of French national identity, suggesting the need to reconsider the relationships among social solidarity, pluralism, and national identity and calling into question the contemporary relevance of structural representations of the nation-state.

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Syahputra, Muhammad Rizki. "PELAKSANAAN PROGRAM PENINGKATAN KINERJA GURU DI MTS NEGERI 3 MEDAN." Hijri 10, no. 2 (March 4, 2022): 1. http://dx.doi.org/10.30821/hijri.v10i2.11249.

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<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>The purpose of this paper is to 1) Analyze the Academic Supervision Implementation Program in Improving Teacher Performance, 2) Analyzing the Teacher Competency Test Implementation Program in Improving Teacher Performance, 3) Analyzing the Teacher Performance Assessment Implementation Program in Madrasahs. The method used is descriptive analytical method, where the researcher will describe, then analyze in depth the research findings. The results of this study are 1) Academic Supervision Implementation Program in Improving Teacher Performance, Coaching for classroom teachers is carried out in three competency areas, namely: a) Academic supervision competence, b) Education supervision competence, and c) Development research competence, 2) Implementation Program Teacher Competency Test in Teacher Performance Improvement, UKG to be able to develop and demonstrate the full competence of a teacher. Complete competence which includes combining and applying a skill, attitude and knowledge that are interrelated, 3) Implementation of Teacher Performance Assessment Program in Madrasah, The teacher performance appraisal process carried out in madrasas follows several provisions, including: (1) The assessment is carried out by the madrasa principal or the deputy head of the madrasa or a competent senior teacher, appointed by the head of the madrasa (who has attended assessment training); (2) The assessment is conducted twice a year (formative assessment at the beginning of the year and summative assessment at the end of the year); (3) The results of the formative assessment are used as the basis for the preparation of profiles and planning of the annual PKB/PKR program for teachers. (4) The results of the summative assessment are used to provide a teacher's work performance value.</p><table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p><em>Program Implementation, Teacher Improvement</em></p></td></tr></tbody></table></td></tr></tbody></table>

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Blömeke, Sigrid, and Patricia Klein. "WHEN IS A SCHOOL ENVIRONMENT PERCEIVED AS SUPPORTIVE BY BEGINNING MATHEMATICS TEACHERS? EFFECTS OF LEADERSHIP, TRUST, AUTONOMY AND APPRAISAL ON TEACHING QUALITY." International Journal of Science and Mathematics Education 11, no. 4 (June 25, 2013): 1029–48. http://dx.doi.org/10.1007/s10763-013-9424-x.

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Pasa, R. B. "Transformative Role Of Education: An Autoethnographic Reflection." Research Nepal Journal of Development Studies 2, no. 1 (August 18, 2019): 94–111. http://dx.doi.org/10.3126/rnjds.v2i1.25271.

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This study appraised my momentarily missing twelve years of formal education life (1990-2002) and thoughtful higher education life (2002 to onward). Through this appraisal, I explored how I have been experiencing transformative role of education since my school education life. In so doing, I applied auto ethnography methodology and narrative imagination method for interpreting narrative information. While exploring my experiences, I found I was worry to improve my economic condition in the beginning. Thereby, I applied vocational rehabilitation therapy and resiliency against my frustration and engaged in working life that implicitly encouraged me to embark in higher educational voyage. However, later wards, I started worrying with poor socio-cultural and economic structures of own society and nation. Even my involvement in higher education/training and academic journeys in ever changing environment made me more critical, reflective and transformative because of my resilient will and inner urges. I successfully transformed my identity from rural development graduate to educationist and academician. Finally, this study also revealed that I was/am an exceptional student because of my good educational achievement. Hence, my reflections on transformative role of education are equally important to the students, teachers and development stakeholders for plying institutional agentic role to mobilize rural development graduates in local levels.

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Dahl, Karin L. "Children's Spontaneous Utterances during Early Reading and Writing Instruction in Whole-Language Classrooms." Journal of Reading Behavior 25, no. 3 (September 1993): 279–94. http://dx.doi.org/10.1080/10862969009547818.

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This study examined the spontaneous utterances of first-grade inner-city children in whole-language classrooms in two urban sites. Data were gathered across the first-grade year for 12 learners who were observed twice-weekly across the school year. The context for each utterance was documented in field notes recording instructional context, learner behavior, and social interactions. Three selection criteria were used for utterances; spontaneity, being embedded in acts of reading and writing, and explanatory value. The 87 categorized utterances revealed five trends in terms of learner perceptions of beginning reading and writing: (a) nearly half of the utterances were metacognitive statements reporting learner self-appraisal and self-management; (b) learners were concerned with sound/symbol relations and argued with peers about them; (c) hypotheses about reading reflected learner patterns of development, teacher demonstrations, and classroom experiences; (d) learners paid close attention to patterns in letters and words, and (e) learners' interpretations of their whole-language classrooms included notions about the interrelatedness of reading and writing.

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Lewis, Lyn, and Philippa Gerbic. "Using eportfolio to address professional standards in a teacher education programme: The student voice." Journal of Teaching and Learning for Graduate Employability 3, no. 1 (September 13, 2012): 17–25. http://dx.doi.org/10.21153/jtlge2012vol3no1art555.

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Electronic portfolios are presented in the literature as a technological tool with significant potential for professional application (JISC, 2008). Since the introduction of Graduating Teacher Standards (GTS) by the New Zealand Teachers Council in 2007, all pre-service teacher education programmes are required to demonstrate their achievement through programme design. Eportfolios are an ideal vehicle for evidencing such achievement through their potential to support synthesis of theory and practice in self-appraisal against standards (Strudler & Wetzel, 2005), facilitate reflective practice (Stefani and Mason, 2007; Lin, 2008), demonstrate professional growth and development over time (Barrett, 2005). Furthermore, eportfolios have been conceptualized as both a process and a product (Darling, 2001) thus meeting the dual expectation of supporting and facilitating learning as well as showcasing end-product artefacts. In New Zealand the introduction of eportfolios is a recent innovation, and not much is known about the ways in which learners view this technology or the ways in which it might support their learning and development, particularly against professional standards. The aim of this research project was to explore student perspectives of learning through eportfolio in a Bachelor of Education programme at AUT University. A small self-selected sample of students from two consecutive cohorts participated in the 2009/2010 project. Questions related to GTS were embedded in two of the research questions: (1) How does an eportfolio help students to learn? and ((2) How does the eportfolio contribute to growth and development of students as emergent professionals? Philosophically the research was located within the Interpretivist paradigm. Drawing on conceptions of naturalistic inquiry (Denzin & Lincoln, 2000) where reality is recognised as complex, influencing students both individually and within a broader social learning context, the researchers sought to collect participant views through focus groups and interviews. This qualitative data was analysed through an inductive approach of categorising and seeking themes. The first finding suggests authentic assessment related to Graduating Standards provides reassuring evidence to pre-service student teachers of their growth and development towards beginning teacher status. Secondly, eportfolio activities can support a range of thinking skills linked to achievement of Standards such as purposeful goal-focussed thinking, evidencing and relating, reflecting and appraising. Thirdly, eportfolios and Standards are perceived by pre-service students to have value for employability and in supporting their transition to the workplace. We contribute to current debate by arguing against a 'tick-box' approach to Standards which might signal surface learning. We argue for deep learning through a holistic approach which utilizes the potential of eportfolios to shift pre-service students towards greater professional autonomy through self-assessment against Standards.

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Herron, David, and Lotta Haglund. "Secondary School Teachers Don’t Have Time to Engage in the Most Important Aspects of Information Literacy Due to Curricular Pressures." Evidence Based Library and Information Practice 4, no. 1 (March 8, 2009): 29. http://dx.doi.org/10.18438/b8xp5x.

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A Review of: Williams, D. and C. Wavell. “Secondary School Teachers’ Conceptions of Student Information Literacy.” Journal of Librarianship and Information Science 39.4 (2007): 199-212. Objective – To examine school teachers’ understanding of student information literacy and to look at the implications of the findings for developing information literacy in students. Design – Qualitative research design (group discussions; verbal and written reflections). Setting – Secondary schools in the United Kingdom. Subjects – Secondary school teachers with various subject specializations. Methods – The study initially involved 31 secondary school teachers; 24 from seven schools in Scotland and seven from two schools in England. Participant teachers were self-selecting. The study took a phenomenographic approach. Teachers’ perceptions of their students’ abilities and their experiences and perceptions of their role in developing these abilities were examined through data collection in three stages. During the first stage, group discussions established the teacher’s initial conceptions of information literacy. Participants also filled out an information task grid which, together with focus questions, ensured that discussions were kept in the realm of practice. During the second stage of data collection, teachers observed and reflected on their students’ use of information in classroom activities. This was accompanied by informal site visits during which 26 of the participants were introduced to information literacy frameworks and definitions in order to contextualize reflections and discussions. Field notes were used to record these informal meetings. Six participants provided written feedback on reflections. In the third and final stage, a summary of themes from the first two stages was sent to 23 of the participants prior to a second group discussion in order to try to stimulate further reflection. Discussions were audio recorded and transcribed. The transcribed data were analyzed for the dimensions of variation of teachers’ conceptions of student information literacy and key elements associated with each category of description were determined. Main Results – The data revealed six main conceptions of student information literacy among the teachers: “finding information,” “linguistic understanding,” “making meaning,” “skills,” “critical awareness of sources,” and “independent learning.” There was no particular hierarchy in their conceptualization, although independent learning seemed to be the ultimate goal. Teachers’ conceptions in the beginning of the study focused on the ability to find information, whereas after a period of reflection and further discussions, a broader and more complex understanding of information literacy appeared. Table 1 simplifies some of the data from the table in the article and shows conceptualizations as well as some of the contextual elements. [Table 1] Teachers felt that they had at least some control over the development of student ability to find information, develop skills, and critically appraise sources, even though these were not the highest learning priority outcomes. However, in the three areas of ability which the teachers regarded as of high learning priority (linguistic understanding, making meaning and independent learning), they felt that they had little control over the development of these abilities in the students. Conclusion – The teachers’ conceptions of student information literacy overlapped with the ideas in existing models and frameworks for information literacy. However, some areas of information literacy were not addressed by the teachers, i.e., ethical issues in the use of information. In the categories of description of high learning priority, the main reason for the low sense of control by the teachers seemed to be curricular pressures – “our content is prescribed and time allocated doing each of these things is prescribed so we have got limited room for maneuvering” (206). The teachers tended to regard information literacy as process and skills-orientated, with little connection to learning. The authors note that other research also suggests that school librarians also have difficulty relating information finding to learning in specific subject disciplines. There is a clear gap here as the authors point out that “there is a danger that students will not understand the significance of learning with information for academic achievement or for independent learning” (209). The authors suggest that the way forward for further development of information literacy in the classroom and library is through dialogue and that “librarian-teacher collaborations needs to be founded on shared understanding of the complex inter-relationship between information and learning” (209).

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LOCHMAN, JOHN E., and KAREN C. WELLS. "Contextual social–cognitive mediators and child outcome: A test of the theoretical model in the Coping Power program." Development and Psychopathology 14, no. 4 (November 27, 2002): 945–67. http://dx.doi.org/10.1017/s0954579402004157.

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This study tests the contextual social–cognitive model, which has served as the basis for the Coping Power program, an indicated preventive intervention with at-risk preadolescent boys at the time of transition from elementary to middle school. The contextual social–cognitive model assumes that aggressive children have distortions in their social–cognitive appraisals and deficiencies in their social problem solving skills and that their parents have deficiencies in their parenting behaviors. To test this model, boys were identified as being at risk on the basis of fourth grade and fifth grade teachers' ratings of children's aggressive and disruptive behaviors, and interventions were delivered at the end of elementary school and the beginning of middle school. The intervention effect on delinquency, substance use, and school behavior outcomes was at least partially mediated through intervention-produced changes in child and parent variables that were targets for the intervention. These analyses provided unique support for the assumptions in the contextual social–cognitive model that changes in these mediating processes, even among high-risk boys, can have a meaningful impact on later negative outcomes.

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Krueger, Patti J. "Beginning Music Teachers." Update: Applications of Research in Music Education 19, no. 1 (November 2000): 22–26. http://dx.doi.org/10.1177/875512330001900105.

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Dunst, Carl, Deborah Hamby, Robin Howse, Helen Wilkie, and Kimberly Annas. "Metasynthesis of Preservice Professional Preparation and Teacher Education Research Studies." Education Sciences 9, no. 1 (March 8, 2019): 50. http://dx.doi.org/10.3390/educsci9010050.

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Results from a metasynthesis of the relationships between 14 different types of preservice teacher preparation practices and teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Each type of preservice practice (e.g., course-based student learning) included different kinds of instructional methods (e.g., problem-based learning, inquiry-based learning, and project-based learning). The metasynthesis included 118 meta-analyses and 12 surveys of more than three million study participants. Findings clearly indicated that active university student and beginning teacher involvement in mastering the use of instructional practices and both knowledge and skill acquisition by far stood out as the most important preservice teacher preparation practices. These included extended student teaching experiences, simulated instructional practices and microteaching, faculty coaching and mentoring, clinical supervision, different types of cooperative learning practices, and course-based active student learning methods. The pattern of results helped identify high leverage and high impact teacher preparation practices. Implications for future research and improving teacher preparation are described.

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Zhang, Xiao-feng, and Ho-ming Ng. "An effective model of teacher appraisal." Educational Management Administration & Leadership 45, no. 2 (July 9, 2016): 196–218. http://dx.doi.org/10.1177/1741143215597234.

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Teacher appraisal has been widely practised in China for decades. With the introduction, in 2009, of the teacher performance pay system, however, teacher appraisal has undergone certain changes. This study explores the practice of teacher appraisal, using a qualitative approach and taking public schools in Shanghai as its research sites. The methods adopted include interviews with teachers and school administrators, observation of relevant activities and document analysis. The study reveals that teacher appraisal in schools in Shanghai is not a one-off event. Although the procedure for generating appraisal results occurs at the end of each year, data collection activities for appraisal – including lesson observation, student evaluation of teachers and checking teachers’ tasks – are conducted throughout the whole year. The current teacher appraisal system has been a success, and this study identifies four factors contributing to that success. First, administrative and developmental appraisal coexist as one single appraisal system. Second, teacher appraisal is integrated with other aspects of schools’ business. Third, teacher appraisal is perceived by teachers as credible and fair. Fourth, non-technical aspects of appraisal, such as teachers’ psychology and social dynamics, are taken into account during the appraisal process.

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Watson, Cristie. "Beginning Teachers as Leaders." Educational Horizons 93, no. 2 (December 2014): 30. http://dx.doi.org/10.1177/0013175x14561425.

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Clausen, Jon M. "Beginning Teachers’ Technology Use." Journal of Research on Technology in Education 39, no. 3 (March 2007): 245–61. http://dx.doi.org/10.1080/15391523.2007.10782482.

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Anderson, Hans O. "Notes to Beginning Teachers." Hoosier Science Teacher 40, no. 1 (February 2, 2017): 9–13. http://dx.doi.org/10.14434/thst.v40i1.23278.

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Hamid Abdulrazzaq, Ahmed. "EFL Teachers’ Perceptions of Teacher Appraisal." Journal of Education College Wasit University 48, no. 3 (August 1, 2022): 539–56. http://dx.doi.org/10.31185/eduj.vol48.iss3.3089.

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The purpose of this study was to examine EFL teachers’ perceptions of teacher appraisal in terms of its purpose, methods, and criteria. Data for this study were collected from 20 EFL teachers who were given a questionnaire asking them to indicate to what extent they agreed with a total of 44 statements in a Likert-style format, with space to write their comments. Basic statistical analysis of responses revealed several characteristics that many teachers considered to reflect effective teacher appraisal. In terms of purpose, teachers seemed to lean more towards conducting appraisals for professional improvement purposes than making personnel decisions. As for methods, teachers seemed to prefer to be evaluated by their supervisors, whether in terms of classroom observation or evaluation of their written work (tests, portfolios, etc.), to being evaluated by non-EFL supervisors, students, or external evaluators (whether in terms of classroom observation, questionnaires or asking them to take tests). As for evaluation criteria, the results revealed that teachers strongly agreed with most of the evaluation criteria in the literature but were less enthusiastic about such criteria as knowledge of learning theories, use of visual aids, and using higher cognitive levels in discussions and examinations.

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Atieno Otieno, Teresa, Matula Phylisters, and Okoth Ursulla. "Professional Development Appraisal And Teacher Performance Among Secondary Schools In Migori County." International Journal of Scientific Research and Management 9, no. 11 (November 6, 2021): 1973–82. http://dx.doi.org/10.18535/ijsrm/v9i11.el02.

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Performance appraisal forms an important practice in human resource management. In Kenya, the Teacher Performance Appraisal and Development (TPAD) has been used since 2012 as an appraisal approach to evaluate teachers’ performance. However, the effectiveness of performance appraisal in enhancing teacher productivity as reflected in students; academic achievement has not been documented in Kenya and remains questionable. In Migori County, student performance in KCSE examination has been comparatively low. The objective of this study was to analyse the influence of professional development appraisal on teacher performance among public secondary schools in Migori County. Specific objectives were to determine the level of teachers’ performance after evaluation, and to establish how appraisal of professional development influence performance of teachers. Descriptive survey design on a target population of 276 principals and 2961 teachers was employed in the study. Krejcie and Morgan (1970) table was adopted to derive a sample size of 342 teachers and 57 principals stratified based on school category population. Questionnaire and interview guide were used to collect data from teachers and principals respectively. The study found that there was a significant difference in the mean of teacher’s performance after appraisal and the category of teachers’ schools. The study also found that 64.1% changes in teachers’ performance is attributed to professional development appraisal (R2 =0.641), and that professional development appraisal (β=0.803) is a significant predictor of teacher performance {F (1, 278) =493.200, P<0.05}. The study concludes that professional development appraisal significantly contributes to performance of teachers in secondary schools.

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Naz, Shahida, Memona Rasheed, and Tahir Rasheed. "Scale Development for Teaching Appraisal." Global Language Review II, no. I (December 30, 2017): 55–66. http://dx.doi.org/10.31703/glr.2017(ii-i).04.

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The study finds if teachers' success in classroom is determined by the efficacy of teaching skills. Successful and effective teaching depend on several factors including level of knowledge, classroom management skills and students assessment. Evaluating the effectiveness of teachers is a challenging task due to the absence of standardized scale for assessing teachers’ classroom disposition. The present study develops and validate a scale for the evaluation of teachers’ teaching skills. Keeping in consideration the previous scales, literature and teaching skills, a scale comprising of 27 items is developed. It is then validated in pilot testing. The developed scale is used for the appraisal of 60 teachers for their teaching skills. The coefficient of reliability for the scale was 0.822 which is acceptable for the scales to be used in social sciences.

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Nordheim, Lena, Kjell Sverre Pettersen, Signe Flottorp, and Esther Hjälmhult. "Critical appraisal of health claims: science teachers’ perceptions and practices." Health Education 116, no. 5 (August 1, 2016): 449–66. http://dx.doi.org/10.1108/he-04-2015-0016.

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Purpose – Critical appraisal skills are necessary to navigate the numerous contradictory and pseudo-scientific claims in the popular media. Health and science education in schools is essential for promoting these skills in students. The purpose of this paper is to explore lower secondary school science teachers’ perceptions and reported practices related to teaching critical appraisal of health claims. Design/methodology/approach – Interpretive description strategy guided the study process. A purposeful sample of 25 Norwegian teachers was interviewed individually or in groups. Interviews were analysed using the constant comparative method. Findings – One main theme, “unexploited opportunities for teaching critical appraisal”, and three sub-themes were identified: “inattentive to the relevance of critical appraisal”, “prioritise facts over critical appraisal”, “limited competency in critical appraisal”. Teachers’ descriptions of science sessions devoted to health education uncovered important opportunities for teaching critical appraisal of health claims. However, teachers did not appear to seize opportunities because they seemed inattentive to the relevance of teaching critical appraisal, they reported to prioritise teaching health content knowledge, and teachers themselves revealed limited expertise in assessing health claims critically. Practical implications – The findings suggest that science teachers need support to take better advantage of the links between health and science education to enhance students’ critical appraisal skills. Originality/value – This study adds depth to the understanding of issues and challenges faced by science teachers regarding critical appraisal of health claims, which is an important aspect of health education schools.

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Carelli, Francesco. "Medical Teachers Appraisal. New challenge for European Family Medicine Teachers." Archives of Medical Case Reports and Case Study 5, no. 2 (January 10, 2022): 01–02. http://dx.doi.org/10.31579/2692-9392/094.

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A professional appraisal can be defined as the process whereby an appraiser examines and evaluates an appraisee’s work by comparing it with pre-set standards [1]. This process is generally designed to encourage the professional to reflect on his or her work and to provide evidence that the required standards are being achieved

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Fletcher, Jonathan A. "The appraisal of mathematics teachers in Ghana." Journal of Educational Management 3 (November 1, 2000): 38–66. http://dx.doi.org/10.47963/jem.v3i.385.

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Many mathematics teachers in Ghanaian secondary schools have little or no training in the teaching of mathematics, yet they teach the subject because of the shortage of mathematics teachers in Ghana. Such teachers and their trained counterparts, need professional help to enable them guide pupils learn the subject effectively and efficiently especially since the duration for pre-university education in Ghana has been cut by about five. This study aimed to; 1. Examine the nature of teacher appraisal in Ghana . 2. Examine the validity of existing methods of teacher appraisal in Ghana. 3. Determine which variables influence Ghanaian mathematics teachers' views about teacher appraisal and its ability to help them improve their competence of teaching mathematics. Of the 441 secondary mathematics teachers who participated in the study, 193 taught the subject at the junior secondary level and 248 taught it at the senior secondary level. In addition, 44 Ghana Education Service Officials and six heads of secondary schools who appraise mathematics teachers were sampled. Methods used included questionnaires, interviews and observation of appraisers at work. Highly significant relationships were found between mathematics teachers' perceived professional support and appraisal experience, mathematics teaching experience and professional status at the senior secondary level, and between received support and appraisal experience at the junior secondary level. The results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perception of the potential of the teacher appraisal system in Ghana to help them to improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system than their junior secondary counterparts. The study also showed that many education officials who appraise mathematics teachers have little or no training in secondary school mathematics teaching or its appraisal, yet the appraisal system for both formative and summative purposes require these officers to both "help " mathematics teachers improve their work and make judgements about their performance. These findings led to the conclusion that the teacher appraisal system in the Ghana Education Service is not valid. The implications of the findings are discussed.

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Ong, Peter, Mohd Zuri Ghani, Md Jais Bin Ismail, and Christina Sim Pei Pei. "Performance Appraisal Management in A Malaysian Secondary School." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 4 (April 8, 2021): 297–307. http://dx.doi.org/10.47405/mjssh.v6i4.753.

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The purpose of this study is to explore the implementation of performance assessment in one of the Malaysian public secondary schools. Topics like what is a performance appraisal; the goal of having a performance appraisal in school; the processes for conducting performance appraisal at school; the benefits of having a performance appraisal in school; how performance appraisal affects school improvement; ways to improve performance appraisal in school; common problems with school performance appraisal are explored. There are six respondents have been selected in this case study including one principal and six teachers from an urban school in Malaysia. Eight open ended questions have been developed for the interview session with the principal and two open ended questions with teachers. Data were collected with personal in-depth interview and group interview. The results revealed that performance appraisal is important for the principal to track teachers’ productivity, to improve their career, provide a brighter career pathway and help teachers to improve their job quality. Teacher in the other hand thought that the performance appraisal should have stringent criteria and fair evaluation. It is recommended that this process need a highly cooperation and two-way communication between both parties of principal and teachers.

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Shohib, Muhammad Wildan, and Azam Othman. "Teachers’ Appraisal Methods and Job Performance: Learning from an Islamic Boarding School in Indonesia." IIUM Journal of Educational Studies 6, no. 2 (November 19, 2019): 17–30. http://dx.doi.org/10.31436/ijes.v6i2.210.

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Abstract Purpose ‒The purpose of this study was to explore the relationship between teachers’ performance appraisal methods and teachers’ job performance and its implications to teaching and learning explicitly in the context of Islamic Boarding Schools in Gontor, East Java Indonesia, a district that has more than 10 school branches in Indonesia. Designed/methodology/approach ‒A survey method was employed to collect the data from 110 teachers who had two to five years of teaching experiences. In data analysis, the researchers had applied a two-step approach to test the measured variables representing three latent constructs namely classroom observation, lesson planning, self-appraisal, and teachers’ job performance as the criterion variable. Findings and Results ‒ The findings from descriptive analysis indicated that teachers perceived self-appraisal and classroom observation more frequently than lesson plan. Teachers viewed lesson plan as an adequate method used in teachers’ appraisal. Moreover, correlation analysis revealed that two of TPA methods namely classroom observation and self-appraisal, were positively correlated with teachers’ job performance, while lesson planning was found to have no correlation with job performance. The regression results concluded that the best predictor of teachers’ job performance was lesson planning. Research limitations/implications ‒This research only focuses on Islamic boarding school in Gontor East Java Indonesia. Originality/value: The implementation of teachers’ appraisal in Islamic Boarding School is unique to educational institutions in Muslim country such as in Indonesia. Thus, the findings could be generalized to other school branches of Gontor and schools which have similar characteristic and curriculum to those of Gontor. Keywords: Multiple regression analysis, Performance appraisal, Classroom observation, Self-appraisal, Lesson plan, Job performance, Instructional leadership, Islamic Boarding School. Paper type: Research paper

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Appleton, Ken, and Ian Kindt. "Beginning Elementary Teachers' Development as Teachers of Science." Journal of Science Teacher Education 13, no. 1 (February 2002): 43–61. http://dx.doi.org/10.1023/a:1015181809961.

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Mohammed, Awol Ahmed. "Review Paper on University Teachers Performance Appraisal." OALib 07, no. 07 (2020): 1–18. http://dx.doi.org/10.4236/oalib.1106509.

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Dadds, Marion. "‘Those being tortured ...’: teachers appraising teacher appraisal." Cambridge Journal of Education 16, no. 2 (June 1986): 151–54. http://dx.doi.org/10.1080/0305764860160211.

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Bartlett, Steve. "The development of effective appraisal by teachers." Journal of In-Service Education 24, no. 2 (June 1998): 227–38. http://dx.doi.org/10.1080/13674589800200040.

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Üstünlüoğlu, Evrim. "Is appraisal system a threat for teachers?" Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 118–23. http://dx.doi.org/10.1016/j.sbspro.2009.01.022.

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Ashbaugh, Carl R., and Katherine L. Kasten. "Should Teachers Be Involved In Teacher Appraisal?" NASSP Bulletin 71, no. 500 (September 1987): 50–53. http://dx.doi.org/10.1177/019263658707150008.

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STEINBEIß, Gregor. "Beginning Student Teachers’ Professional Identity." Acta Didactica Napocensia 14, no. 1 (July 2021): 151–64. http://dx.doi.org/10.24193/adn.14.1.12.

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Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.

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Krueger, Patti J. "Reflections of Beginning Music Teachers." Music Educators Journal 88, no. 3 (November 2001): 51. http://dx.doi.org/10.2307/3399759.

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Myers, Brian E., James E. Dyer, and Shannon G. Washburn. "Problems Facing Beginning Agriculture Teachers." Journal of Agricultural Education 46, no. 3 (September 2005): 47–55. http://dx.doi.org/10.5032/jae.2005.03047.

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Smylie, Mark A. "What Beginning Teachers Should Know?" Contemporary Psychology: A Journal of Reviews 36, no. 2 (February 1991): 117–18. http://dx.doi.org/10.1037/029403.

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Edwards, Susan, and Joce Nuttall. "Beginning teachers: issues and experiences." Asia-Pacific Journal of Teacher Education 43, no. 1 (December 17, 2014): 1–3. http://dx.doi.org/10.1080/1359866x.2014.969415.

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Hiiffman, Gail, and Sarah Leak. "Beginning Teachers' Perceptions of Mentors." Journal of Teacher Education 37, no. 1 (January 1986): 22–25. http://dx.doi.org/10.1177/002248718603700105.

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Varah, Leonard J., Warren S. Theune, and Linda Parker. "Beginning Teachers: Sink or Swim?" Journal of Teacher Education 37, no. 1 (January 1986): 30–34. http://dx.doi.org/10.1177/002248718603700107.

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Jones, Melanie S., and W. Fred Pauley. "Mentoring Beginning Public School Teachers." Adult Learning 14, no. 1 (January 2003): 23–25. http://dx.doi.org/10.1177/104515950301400106.

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Simonsz, Heleen, Yvonne Leeman, and Wiel Veugelers. "Beginning student teachers’ educational ideals." European Journal of Teacher Education 43, no. 5 (April 6, 2020): 712–29. http://dx.doi.org/10.1080/02619768.2020.1747428.

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Kyriacou, Chris, and Richard Kunc. "Beginning teachers’ expectations of teaching." Teaching and Teacher Education 23, no. 8 (November 2007): 1246–57. http://dx.doi.org/10.1016/j.tate.2006.06.002.

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Keinonen, Tuula, and Sivbritt Dumbrajs. "Teacherhood Perspectives among Beginning Teachers." International Journal of Learning: Annual Review 16, no. 6 (2009): 117–28. http://dx.doi.org/10.18848/1447-9494/cgp/v16i06/46365.

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Littleton, Pam, and Mark Littleton. "Induction Programs for Beginning Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no. 1 (September 1988): 36–38. http://dx.doi.org/10.1080/00098655.1988.10114004.

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Reed, Kevin. "Teaching Tasks and Beginning Teachers." South Pacific Journal of Teacher Education 14, no. 1 (April 1986): 1–12. http://dx.doi.org/10.1080/0311213860140102.

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Da Ros, Denise, and Kevin J. Swick. "The Socialization of Beginning Teachers." Journal of Early Childhood Teacher Education 16, no. 1 (January 1995): 13–17. http://dx.doi.org/10.1080/1090102950160104.

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Ratliffe, Tom. "Overcoming Obstacles Beginning Teachers Encounter." Journal of Physical Education, Recreation & Dance 58, no. 4 (April 1987): 18–23. http://dx.doi.org/10.1080/07303084.1987.10603852.

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Hans, J., and C. Vonk. "Mentoring student and beginning teachers." Teaching and Teacher Education 11, no. 5 (September 1995): 531–37. http://dx.doi.org/10.1016/0742-051x(95)00032-f.

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Chirchir, Kimeli Matthew, and Solomon Letangule. "The Influence of Teacher Performance Appraisal and Development Implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya." European Journal of Education and Pedagogy 2, no. 6 (November 16, 2021): 34–44. http://dx.doi.org/10.24018/ejedu.2021.2.6.199.

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The study sought to assess the influence of teacher performance appraisal and development implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya. The study specifically sought to determine the extent to which the appraisal of Teacher knowledge and application, appraisal on professional development of teachers and the appraisal of teachers' time management on Secondary Students’ Examination Scores among public schools in Kenya. Optimizing descriptive cross-sectional survey research design, the study targeted all secondary school teachers in Kenya. The study adopted a simple random sampling technique using a ratio of 3:1 to ensure all the 200 schools were given a fair chance to participate in the study; further, a purposive sampling technique was also used to identify key informants. Primary data was collected through an online structured questionnaire. Qualitative and quantitative analysis was done by use of descriptive and inferential statistics respectively. The study concluded that appraisal of teachers' continuous professional development, appraisal of teachers' knowledge and application and the appraisal of teachers' continuous time management greatly influences their performance hence improving students' academic performance. The study recommends the enhancement of TPAD during the next review phase to embrace and connect parameters in the appraisal tool and students’ examination scores. Further, TSC in liaison with the ministry of education and the respective school principals should take deliberate effort to plan and set aside funds to enhance professional training, workshops, seminars, and conferences through which the teachers will be enlightened on how to enhance their professional knowledge and application while considering independent evaluators to enhance credibility, validity and reliability of teacher rating.

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