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Teacher Performance Appraisal as a Formative Experience: A Case Study in Two Teachers’ Training Schools in Benguela, Angola
Africa Education Review ( IF 0.2 ) Pub Date : 2021-08-09 , DOI: 10.1080/18146627.2021.1959357
Marta Abelha 1 , Paulo Jesus 2 , Sandra Fernandes 3 , Ana Sílvia Albuquerque 3 , Angélica Vidal 4
Affiliation  

Abstract

Teacher appraisal (TA) or teacher performance appraisal (TPA) has assumed a central importance in educational systems and reforms worldwide, contributing to the improvement of teaching practices, and therefore it is considered an essential factor for teachers’ early training, teachers’ professional development, school management, and promotion of critical reflexivity and self-regulation among teachers and school administrators. The main purpose of this study is to understand how the TA process is implemented in teachers’ training schools in Angola. Four research objectives were established: i) to identify teachers’ perceptions of TA’s goals; (ii) to characterise the procedures and instruments used in TA; (iii) to describe the impact of TA on teachers’ career; and (iv) to present proposals for improving the TA process. The study adopts a qualitative research design with a descriptive and interpretive approach. Research data were collected through semi-structured interviews, participant observation, and document analysis, involving a sample of 13 teachers in two different teachers’ training schools in the province of Benguela, Angola. The results show that the implementation of TA is not highly effective because of two main reasons: firstly, evaluators lack specific training and expertise; secondly, evaluated teachers perceive this process as being unfair and useless, given that they do not consider themselves accurately appraised and that the TA system, violating legal regulations, has no effects on career development or salary recognition.



中文翻译:

教师绩效评估作为一种形成性经验:以安哥拉本格拉的两所教师培训学校为例

摘要

教师评估 (TA) 或教师绩效评估 (TPA) 在全球教育体系和改革中占据核心地位,有助于改进教学实践,因此被认为是教师早期培训、教师专业发展的重要因素、学校管理,以及在教师和学校管理人员中促进批判性反思和自我调节。本研究的主要目的是了解安哥拉教师培训学校如何实施 TA 流程。建立了四个研究目标:i) 确定教师对助教目标的看法;(ii) 描述技术援助中使用的程序和工具;(iii) 描述助教对教师职业的影响;(iv) 提出改进技术援助流程的建议。该研究采用具有描述性和解释性方法的定性研究设计。研究数据是通过半结构化访谈、参与者观察和文件分析收集的,样本包括安哥拉本格拉省两所不同教师培训学校的 13 名教师。结果表明,TA 的实施效果不佳,主要有两个原因:第一,评估人员缺乏特定的培训和专业知识;其次,被评估的教师认为这个过程是不公平和无用的,因为他们认为自己没有得到准确评估,并且违反法律规定的助教制度对职业发展或工资认可没有影响。研究数据是通过半结构化访谈、参与者观察和文件分析收集的,样本包括安哥拉本格拉省两所不同教师培训学校的 13 名教师。结果表明,TA 的实施效果不佳,主要有两个原因:第一,评估人员缺乏特定的培训和专业知识;其次,被评估的教师认为这个过程是不公平和无用的,因为他们认为自己没有得到准确评估,并且违反法律规定的助教制度对职业发展或工资认可没有影响。研究数据是通过半结构化访谈、参与者观察和文件分析收集的,样本包括安哥拉本格拉省两所不同教师培训学校的 13 名教师。结果表明,TA 的实施效果不佳,主要有两个原因:第一,评估人员缺乏特定的培训和专业知识;其次,被评估的教师认为这个过程是不公平和无用的,因为他们认为自己没有得到准确评估,并且违反法律规定的助教制度对职业发展或工资认可没有影响。结果表明,TA 的实施效果不佳,主要有两个原因:第一,评估人员缺乏特定的培训和专业知识;其次,被评估的教师认为这个过程是不公平和无用的,因为他们认为自己没有得到准确评估,并且违反法律规定的助教制度对职业发展或工资认可没有影响。结果表明,TA 的实施效果不佳,主要有两个原因:第一,评估人员缺乏特定的培训和专业知识;其次,被评估的教师认为这个过程是不公平和无用的,因为他们认为自己没有得到准确评估,并且违反法律规定的助教制度对职业发展或工资认可没有影响。

更新日期:2021-08-19
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