Classroom Performance Evaluation: Stages and Perspectives For Professional Development of Secondary Teachers in Vietnam

Abstract

This study examined classroom performance evaluation of secondary teachers in Vietnam. Specially, it sought to determine the possibility of applying supervision into the evaluation for teaching development. Data were collected from interviews with 34 (n=34) participants: ten evaluators and 24 teachers in different school contexts: rural areas, towns, and cities. Data showed considerable impacts: (a) more favorableness on ‗evaluation conference‘ and ‗post-conference analysis‘ among stages, (b) the high appreciation on open discussions—being willing to share ideas co-existing differences in favorableness of feedback of strengths; and (c) being ready to give or receive appropriate feedback while keeping own ideas for a win-win strategy due to the barrier of the perceived power differential. Suggestions were on more emphasis on classroom performance—discussions before and after class classroom observation rather than inspecting teaching dossiers and on feasible strategies for teacher development—supervision should be referred—rather than executing the ‗bureaucratic‘ procedure

Keywords

• classroom performance, evaluation, secondary teachers, professional development

Kaynakça

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