Kindergarten Teacher Evaluation in Korea: Perspectives and Direction
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Kindergarten teacher quality matters, so teacher evaluation is a necessary tool for teachers to become more capable in diagnosing strengths and weaknesses, reflecting on their teaching, and developing their professionalism. Even though there are high demands for teacher evaluation, the understanding of teacher evaluation is quite low. This study investigates how teachers perceive teacher evaluation in early childhood education in Korea. We conducted a survey with 183 teachers to examine current conditions and teachers' perspectives on teacher evaluation. Major findings suggest that more meaningful comprehensive and systematic evaluation tools that usefully demonstrate teacher quality as well tools that substantially contribute to the quality of teaching are needed. More serious attention should be given to encourage teachers to actively participate in the process of evaluation.
Abstract
Kindergarten teacher quality matters, so teacher evaluation is a necessary tool for teachers to become more capable in diagnosing strengths and weaknesses, reflecting on their teaching, and developing their professionalism. Even though there are high demands for teacher evaluation, the understanding of teacher evaluation is quite low. This study investigates how teachers perceive teacher evaluation in early childhood education in Korea. We conducted a survey with 183 teachers to examine current conditions and teachers' perspectives on teacher evaluation. Major findings suggest that more meaningful comprehensive and systematic evaluation tools that usefully demonstrate teacher quality as well tools that substantially contribute to the quality of teaching are needed. More serious attention should be given to encourage teachers to actively participate in the process of evaluation.
참고문헌 (16)
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