지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2011.12
- 수록면
- 673 - 683 (11page)
이용수
초록· 키워드
오류제보하기
The purpose of this study was to analyze the validity of teacher evaluation policy for professional development and to suggest the ways to improve the policy in school. The teacher evaluation policy for professional development is designed to improve teacher professionalism and quality of school education. For this purpose,
A survey was conducted and 361 elementary and middle school teachers participated in Busan. Collected data were analyzed using SPSS WIN 12.0. The conclusions of this study are as follows: First, although teachers are highly interested in the teacher evaluation policy, they have negative attitudes for practicing the new policy. Second, assessors must be composed of reliable, competent experts because teacher evaluation has a great influence on teaching activities. The assessors should be composed of those who have the specialization and reliability on the basis. Also the assessors must be trained to enhance the fairness, objectivity and reliability by rigid discipline. Finally, teacher evaluation policy should be closely linked to increasing teacher’s expertise such as training opportunities, teacher consultants, and senior teacher systems and should be widely utilized for the evaluation to be effective.
A survey was conducted and 361 elementary and middle school teachers participated in Busan. Collected data were analyzed using SPSS WIN 12.0. The conclusions of this study are as follows: First, although teachers are highly interested in the teacher evaluation policy, they have negative attitudes for practicing the new policy. Second, assessors must be composed of reliable, competent experts because teacher evaluation has a great influence on teaching activities. The assessors should be composed of those who have the specialization and reliability on the basis. Also the assessors must be trained to enhance the fairness, objectivity and reliability by rigid discipline. Finally, teacher evaluation policy should be closely linked to increasing teacher’s expertise such as training opportunities, teacher consultants, and senior teacher systems and should be widely utilized for the evaluation to be effective.
목차
Abstract
Ⅰ. 서론
Ⅱ. 교원평가제도의 타당성 분석 준거
Ⅲ. 연구 방법
Ⅳ. 연구 결과
Ⅴ. 논의 및 결론
참고 문헌
참고문헌 (27)
참고문헌 신청
이 논문의 저자 정보
이 논문과 함께 이용한 논문
전국 및 시ㆍ도별 2010년 교원능력개발평가 성과 분석 및 시행절차ㆍ모형 개선 연구
서범종
,
전제상
,
이지혜
외 6명
충북대학교 한국지방교육연구소 연구보고서
2011
.02
교원평가, '속설'과 '진실'
송원재
교육비평
2005
.12
교원평가의 주체 및 영역에 대한 초중등학교 교원들의 인식
김달효
수산해양교육연구
2009
.12
미국과 영국의 교원성과급제도 운영 사례와 시사점
주현준
,
전제상
교육실천연구
2010
.10
교원의 교원능력개발평가 결과, 인구학적 특성과 전문성 인식의 관계
박지혜
,
이경란
,
문은주
교육과학연구
2015
.12
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2013-529-001210883