Advanced search
1 file | 299.62 KB
Author
Organization
Abstract
Teacher evaluation beliefs have received a substantial amount of attention in the educational literature, but comparatively little attention from the belief research topics specially. As the driving force, evaluation resembles belief mention but lack the systemic description. On the base of the student-centered and teacher-centered philosophy, in the present paper, we provide a literature review to explore the essential factors of teacher evaluation beliefs (why, what, who, when and how), followed by the key problems of Chinese New Curriculum Reform as “why-aim”, “what-content”, “who-student-teacher relationship”, “how-method” and “when- time”. In line with the discussion of five factors of evaluation beliefs, we proposed six perspectives to inform educational researchers for the further researches.
Keywords
teacher-centered, student-centered, teacher evaluation beliefs

Downloads

  • Conference Programme EAPRIL2012.pdf
    • full text
    • |
    • open access
    • |
    • PDF
    • |
    • 299.62 KB

Citation

Please use this url to cite or link to this publication:

Chicago
He, Qiaoyan, Martin Valcke, and Antonia Aelterman. 2012. “A Review of Teacher Evaluation Beliefs.” In 5th European Practice-Based and Practitioner Research Conference, Abstracts.
APA
He, Q., Valcke, M., & Aelterman, A. (2012). A review of teacher evaluation beliefs. 5th European Practice-Based and Practitioner Research Conference, Abstracts. Presented at the 5th European Practice-Based and Practitioner Research Conference (EAPRIL - 2010).
Vancouver
1.
He Q, Valcke M, Aelterman A. A review of teacher evaluation beliefs. 5th European Practice-Based and Practitioner Research Conference, Abstracts. 2012.
MLA
He, Qiaoyan, Martin Valcke, and Antonia Aelterman. “A Review of Teacher Evaluation Beliefs.” 5th European Practice-Based and Practitioner Research Conference, Abstracts. 2012. Print.
@inproceedings{3100500,
  abstract     = {Teacher evaluation beliefs have received a substantial amount of attention in the educational literature, but comparatively little attention from the belief research topics specially. As the driving force, evaluation resembles belief mention but lack the systemic description. On the base of the student-centered and teacher-centered philosophy, in the present paper, we provide a literature review to explore the essential factors of teacher evaluation beliefs (why, what, who, when and how), followed by the key problems of Chinese New Curriculum 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}. In line with the discussion of five factors of evaluation beliefs, we proposed six perspectives to inform educational researchers for the further researches.},
  author       = {He, Qiaoyan and Valcke, Martin and Aelterman, Antonia},
  booktitle    = {5th European Practice-Based and Practitioner Research Conference, Abstracts},
  language     = {eng},
  location     = {Lisbon, Portugal},
  title        = {A review of teacher evaluation beliefs},
  year         = {2012},
}