BibTex RIS Kaynak Göster

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

Yıl 2012, Cilt: 8 Sayı: 2, 6 - 24, 01.08.2012

Öz

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

Kaynakça

  • Blase, J., & Blase, J. (1999). Principals‘ instructional leadership and teacher development: Teachers‘ perspective. Educational Leadership Quarterly, 35(3), 349-378.
  • Caruso, J. J., & Fawcett, M. T. (1999). Supervision in childhood education: A development perspective. New York: Teachers College press.
  • Christie, C. A., Ross, R. M., & Klein, B. M. (2004). Moving toward collaboration by creating a participatory internal-external evaluation team: A case study. Studies in Educational Evaluation, 30, 125-134.
  • Chrysos, M. D. (2000). Government policy on teacher evaluation in Greece: Revolutionary change or repetition of the past? Education Policy Analysis Archives, 8(28).
  • Collins, A. B. (2004). Teacher performance evaluation: A stressful experience from a private secondary school. Educational Research, 46(1), 43-45.
  • Creswell, J. W. (2003). Research design: Qualitative, quanlitative, and mixed method approaches (2 ed.). Thousand Oaks: SAGE publications.
  • Cunningham, W. G., & Cordeiro, P. A. (2006). Educational leadership: A problem- based approach. Boston: Allyn & Bacon.
  • Fenwick, T. J. (2001). Teacher supervision through professional growth plans: Balancing Administration Quarterly, 37(3), 401-423. and opening
  • possibilities. Educational
  • FICEV. (2003). Formation for educational inspection in Vietnam (Nghiệp vụ Thanh tra Giáo dục Việt Nam). Liberté: République Francaise.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6 ed.). Boston: McGraw-Hill.
  • Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2007). Supervision and instructional leadership: A developmental approach (7 ed.). Boston: Pearson Education, Inc.
  • Goldhammer, R. (1969). Robert Goldhammer‘s clinical model. In E. Pajak (Ed.), Approaches to clinical supervision: Alternatives for improving instruction. MA: Christopher-Gordon Publishers, Inc.
  • Golstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about It. Journal of Personnel Evaluation in Education, 18(4), 235-252.
  • Ha, T. T. (2005). Consultancy and promotion of school comprehensive inspection and inspection of teachers‘ pedagogic performance. Educational review (Tạp chí Giáo dục), 108(2), 6-8.
  • Holsinger, D. B. (2009). The distribution of education in Vietnam: Why does equality matter? In Y. Hirosato & Y. Kitamura (Eds.), The political economy of educational reforms and capacity development in Southeast Asia (Vol. 13): Springer Science + Business Media B.V.
  • Kamibeppu, T. (2009). Education reform context and process in Vietnam. In Y. Hirosato & Y. Kitamura (Eds.), The political economy of educational reforms and capacity development in Southeast Asia (Vol. 13): Springer Science + Business Media B.V.
  • Kyriakides, L., Demetriou, D., & Charalambous, C. (2006). Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research, 48(1), 1-20.
  • Le, V. C. L. (2009). Education reform in lower secondary education in Vietnam. In Y. Hirosato & Y. Kitamura (Eds.), The political economy of educational reforms and capacity development in Southeast Asia (Vol. 13): Springer Science + Business Media B.V.
  • Milanowski, A. T. (2005). Split roles in performance evaluation: A field study involving new teaches. Journal of Personnel Evaluation in Education, 18(3), 153-169.
  • Nhan dan newspaper. (2005). Cooperation in training Vietnamese educational inspectors (Hợp tác đào tạo cán bộ thanh tra giáo dục Việt Nam). Retrieved 12/21/2005, online/homepage#TA2PIdnKAO8p
  • http://www.nhandan.com.vn/cmlink/nhandan
  • Oliva, P. F., & Pawlas, G. E. (2001). Supervision for today‘s school (6 ed.). New York: John Willey & Sons, Inc. .
  • Pajak, E. (1998). Approaches to clinical supervision: Alternatives for improving instruction. MA: Christopher-Gordon Publishers, Inc.
  • Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3 ed.). New York, NY: Teachers College press.
  • Sergiovanni, T. J., & Starratt, R. J. (2007). Supervision: A redefinition. Boston: McGraw Hill.
  • Snow-Gerono, J. L. (2005). Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and Teacher Education, 21(3), 241-256.
  • Tran, B. G. (2005). Renovating the work of educational inspection. Educational Review (Tạp chí Giáo dục), 116(6), 5-8.
  • Tran, T. T. M. (2005). Enhancing the efficiency of the examination of teachers. Educational Review (Tạp chí Giáo dục), 113(5), 13-14.
  • Tucker, P. D., Stronge, J. H., Gareis, C. R., & Beers, C. S. (2003). The efficacy of portfolios for teacher evaluation and professional development: Do they make a difference? Educational Administration Quarterly, 39(5), 572-602.
  • Vietnam Government. (2003). Decree No 116 on recruiting and managing employees at government organizations (Nghị định số 116/2003/Nİ-CP ngày 10/10/2003 của Chính phủ)
  • Vietnam Ministry of Education and Training. (2001). Decision No 27 on Regulation on recognition of a national standard secondary school (Quyết định số 27/2001/Qİ-BGDİT ngày 05/07/2001 của Bộ trưởng Bộ GD-İT).
  • Vietnam Ministry of Education and Training. (2004). Circular 07 on teacher and school inspection (Th ng t 07/2004/TT-BGD&İT ngày 30/03/2004 của Bộ tr ng Bộ GD-İT).
  • Vietnam Ministry of Education and Training. (2006). Circular 43 on teacher and school inspection (Th ng t 43/2006/TT-BGD&İT ngày 20/10/2006 của Bộ tr ng Bộ GD-İT).
  • Vietnam Ministry of Education and Training. (2005). Decision No 08 on Amendment of Regulation on recognition of a national standard secondary school (Quyết định số 08/2005/Qİ-BGDİT ngày 14/03/2005 của Bộ trưởng Bộ GD-İT).
  • Vietnam Ministry of Education and Training. (2009). Decision No 28 on Teachers wor ing (Quyết định số 28/2009/Qİ-BGDİT)
  • Vietnam Ministry of Education and Training. (2010a). Circular No 06 on recognition of a national standard secondary school (Thông tư 06 /2010/TT-BGDİT ngày 26/02/2010 của Bộ trưởng Bộ GD-İT).
  • Vietnam Ministry of Education and Training. (2010b). Documents for implementing the professional standards of secondary teachers (Tài liệu t p hu n tri n hai Chu n ngh nghiệp giáo vi n THCS, giáo vi n THPT).
  • Vietnam National Assembly. (2009). Education Law 2009 (Lu t Giáo dục n m 2009).
  • Zepeda, S. (2007). Instructional supervision: Applying tools and concepts (2 ed.). New York: Eye on Education.
Yıl 2012, Cilt: 8 Sayı: 2, 6 - 24, 01.08.2012

Öz

Kaynakça

  • Blase, J., & Blase, J. (1999). Principals‘ instructional leadership and teacher development: Teachers‘ perspective. Educational Leadership Quarterly, 35(3), 349-378.
  • Caruso, J. J., & Fawcett, M. T. (1999). Supervision in childhood education: A development perspective. New York: Teachers College press.
  • Christie, C. A., Ross, R. M., & Klein, B. M. (2004). Moving toward collaboration by creating a participatory internal-external evaluation team: A case study. Studies in Educational Evaluation, 30, 125-134.
  • Chrysos, M. D. (2000). Government policy on teacher evaluation in Greece: Revolutionary change or repetition of the past? Education Policy Analysis Archives, 8(28).
  • Collins, A. B. (2004). Teacher performance evaluation: A stressful experience from a private secondary school. Educational Research, 46(1), 43-45.
  • Creswell, J. W. (2003). Research design: Qualitative, quanlitative, and mixed method approaches (2 ed.). Thousand Oaks: SAGE publications.
  • Cunningham, W. G., & Cordeiro, P. A. (2006). Educational leadership: A problem- based approach. Boston: Allyn & Bacon.
  • Fenwick, T. J. (2001). Teacher supervision through professional growth plans: Balancing Administration Quarterly, 37(3), 401-423. and opening
  • possibilities. Educational
  • FICEV. (2003). Formation for educational inspection in Vietnam (Nghiệp vụ Thanh tra Giáo dục Việt Nam). Liberté: République Francaise.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6 ed.). Boston: McGraw-Hill.
  • Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2007). Supervision and instructional leadership: A developmental approach (7 ed.). Boston: Pearson Education, Inc.
  • Goldhammer, R. (1969). Robert Goldhammer‘s clinical model. In E. Pajak (Ed.), Approaches to clinical supervision: Alternatives for improving instruction. MA: Christopher-Gordon Publishers, Inc.
  • Golstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about It. Journal of Personnel Evaluation in Education, 18(4), 235-252.
  • Ha, T. T. (2005). Consultancy and promotion of school comprehensive inspection and inspection of teachers‘ pedagogic performance. Educational review (Tạp chí Giáo dục), 108(2), 6-8.
  • Holsinger, D. B. (2009). The distribution of education in Vietnam: Why does equality matter? In Y. Hirosato & Y. Kitamura (Eds.), The political economy of educational reforms and capacity development in Southeast Asia (Vol. 13): Springer Science + Business Media B.V.
  • Kamibeppu, T. (2009). Education reform context and process in Vietnam. In Y. Hirosato & Y. Kitamura (Eds.), The political economy of educational reforms and capacity development in Southeast Asia (Vol. 13): Springer Science + Business Media B.V.
  • Kyriakides, L., Demetriou, D., & Charalambous, C. (2006). Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research, 48(1), 1-20.
  • Le, V. C. L. (2009). Education reform in lower secondary education in Vietnam. In Y. Hirosato & Y. Kitamura (Eds.), The political economy of educational reforms and capacity development in Southeast Asia (Vol. 13): Springer Science + Business Media B.V.
  • Milanowski, A. T. (2005). Split roles in performance evaluation: A field study involving new teaches. Journal of Personnel Evaluation in Education, 18(3), 153-169.
  • Nhan dan newspaper. (2005). Cooperation in training Vietnamese educational inspectors (Hợp tác đào tạo cán bộ thanh tra giáo dục Việt Nam). Retrieved 12/21/2005, online/homepage#TA2PIdnKAO8p
  • http://www.nhandan.com.vn/cmlink/nhandan
  • Oliva, P. F., & Pawlas, G. E. (2001). Supervision for today‘s school (6 ed.). New York: John Willey & Sons, Inc. .
  • Pajak, E. (1998). Approaches to clinical supervision: Alternatives for improving instruction. MA: Christopher-Gordon Publishers, Inc.
  • Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3 ed.). New York, NY: Teachers College press.
  • Sergiovanni, T. J., & Starratt, R. J. (2007). Supervision: A redefinition. Boston: McGraw Hill.
  • Snow-Gerono, J. L. (2005). Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and Teacher Education, 21(3), 241-256.
  • Tran, B. G. (2005). Renovating the work of educational inspection. Educational Review (Tạp chí Giáo dục), 116(6), 5-8.
  • Tran, T. T. M. (2005). Enhancing the efficiency of the examination of teachers. Educational Review (Tạp chí Giáo dục), 113(5), 13-14.
  • Tucker, P. D., Stronge, J. H., Gareis, C. R., & Beers, C. S. (2003). The efficacy of portfolios for teacher evaluation and professional development: Do they make a difference? Educational Administration Quarterly, 39(5), 572-602.
  • Vietnam Government. (2003). Decree No 116 on recruiting and managing employees at government organizations (Nghị định số 116/2003/Nİ-CP ngày 10/10/2003 của Chính phủ)
  • Vietnam Ministry of Education and Training. (2001). Decision No 27 on Regulation on recognition of a national standard secondary school (Quyết định số 27/2001/Qİ-BGDİT ngày 05/07/2001 của Bộ trưởng Bộ GD-İT).
  • Vietnam Ministry of Education and Training. (2004). Circular 07 on teacher and school inspection (Th ng t 07/2004/TT-BGD&İT ngày 30/03/2004 của Bộ tr ng Bộ GD-İT).
  • Vietnam Ministry of Education and Training. (2006). Circular 43 on teacher and school inspection (Th ng t 43/2006/TT-BGD&İT ngày 20/10/2006 của Bộ tr ng Bộ GD-İT).
  • Vietnam Ministry of Education and Training. (2005). Decision No 08 on Amendment of Regulation on recognition of a national standard secondary school (Quyết định số 08/2005/Qİ-BGDİT ngày 14/03/2005 của Bộ trưởng Bộ GD-İT).
  • Vietnam Ministry of Education and Training. (2009). Decision No 28 on Teachers wor ing (Quyết định số 28/2009/Qİ-BGDİT)
  • Vietnam Ministry of Education and Training. (2010a). Circular No 06 on recognition of a national standard secondary school (Thông tư 06 /2010/TT-BGDİT ngày 26/02/2010 của Bộ trưởng Bộ GD-İT).
  • Vietnam Ministry of Education and Training. (2010b). Documents for implementing the professional standards of secondary teachers (Tài liệu t p hu n tri n hai Chu n ngh nghiệp giáo vi n THCS, giáo vi n THPT).
  • Vietnam National Assembly. (2009). Education Law 2009 (Lu t Giáo dục n m 2009).
  • Zepeda, S. (2007). Instructional supervision: Applying tools and concepts (2 ed.). New York: Eye on Education.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA49UJ27PP
Bölüm Makaleler
Yayımlanma Tarihi 1 Ağustos 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 8 Sayı: 2

Kaynak Göster

APA Classroom Performance Evaluation: Stages and Perspectives For Professional Development of Secondary Teachers in Vietnam. (2012). International Journal Of Progressive Education, 8(2), 6-24.