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Tradition VS reform: a critical review of teacher evaluation beliefs in China

Qiaoyan He (UGent) , Martin Valcke (UGent) , Antonia Aelterman (UGent) and Chang Zhu
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Abstract
In context of Chinese New Evaluation reform devoting to change the negative aspects of traditional evaluation including evaluating aim, content, method and student-teacher relationship as well as testing system, we disclosed that the “top-to-down” political and educational system is the critical barrier to block the new theories putting into practice. In order to promote communication between top and down, this paper focuses on the evaluation (the driving force) to explore the relationship between teacher beliefs (why, what, who, when and how) in the classroom and the key problems of New Evaluation reform as “why-aim”, “what-content”, “who-student-teacher relationship”, “how-method” and “when- time”, and then explore some effective counter-measures to involve both top and down into harmony communication to promote Chinese education development.
Keywords
communication, teacher evaluation beliefs, New evaluation reform, Chinese evaluation tradition

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Chicago
He, Qiaoyan, Martin Valcke, Antonia Aelterman, and Chang Zhu. 2012. “Tradition VS Reform: a Critical Review of Teacher Evaluation Beliefs in China.” The European Journal of Social & Behavioural Sciences 3 (december): 509–527.
APA
He, Qiaoyan, Valcke, M., Aelterman, A., & Zhu, C. (2012). Tradition VS reform: a critical review of teacher evaluation beliefs in China. THE EUROPEAN JOURNAL OF SOCIAL & BEHAVIOURAL SCIENCES, 3(december), 509–527.
Vancouver
1.
He Q, Valcke M, Aelterman A, Zhu C. Tradition VS reform: a critical review of teacher evaluation beliefs in China. THE EUROPEAN JOURNAL OF SOCIAL & BEHAVIOURAL SCIENCES. 2012;3(december):509–27.
MLA
He, Qiaoyan, Martin Valcke, Antonia Aelterman, et al. “Tradition VS Reform: a Critical Review of Teacher Evaluation Beliefs in China.” THE EUROPEAN JOURNAL OF SOCIAL & BEHAVIOURAL SCIENCES 3.december (2012): 509–527. Print.
@article{3100448,
  abstract     = {In context of Chinese New Evaluation reform devoting to change the negative aspects of traditional evaluation including evaluating aim, content, method and student-teacher relationship as well as testing system, we disclosed that the {\textquotedblleft}top-to-down{\textquotedblright} political and educational system is the critical barrier to block the new theories putting into practice. In order to promote communication between top and down, this paper focuses on the evaluation (the driving force) to explore the relationship between teacher beliefs (why, what, who, when and how) in the classroom and the key problems of New Evaluation reform as {\textquotedblleft}why-aim{\textquotedblright}, {\textquotedblleft}what-content{\textquotedblright}, {\textquotedblleft}who-student-teacher relationship{\textquotedblright}, {\textquotedblleft}how-method{\textquotedblright} and {\textquotedblleft}when- time{\textquotedblright}, and then explore some effective counter-measures to involve both top and down into harmony communication to promote Chinese education development.},
  author       = {He, Qiaoyan and Valcke, Martin and Aelterman, Antonia and Zhu, Chang},
  issn         = {2301-2218},
  journal      = {THE EUROPEAN JOURNAL OF SOCIAL \& BEHAVIOURAL SCIENCES},
  language     = {eng},
  number       = {december},
  pages        = {509--527},
  title        = {Tradition VS reform: a critical review of teacher evaluation beliefs in China},
  volume       = {3},
  year         = {2012},
}