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dc.contributor.authorVanci-Osam, U.en_US
dc.contributor.authorAksit, T.en_US
dc.date.accessioned2015-07-28T11:56:59Z
dc.date.available2015-07-28T11:56:59Z
dc.date.issued2000-02-23en_US
dc.identifier.issn0742-051X
dc.identifier.urihttp://hdl.handle.net/11693/11146
dc.description.abstractThis article reports research examining a group of English language teachers' perceptions of the teacher appraisal scheme with a developmental purpose. Speci"cally, the researchers tried to "nd out if there is a discrepancy between what the institution intended to achieve and how teachers perceived the scheme before and after their participation in it. The "ndings of the study, which were obtained by analysing the data collected from the teachers and appraisers in the form of two structured interviews revealed some signi"cant clues for the institutions which are involved in or interested in running teacher appraisal schemes in their workplace.en_US
dc.language.isoEnglishen_US
dc.source.titleTeaching and Teacher Educationen_US
dc.relation.isversionofhttp://dx.doi.org/10.1016/S0742-051X(99)00058-Xen_US
dc.subjectTeacher appraisalen_US
dc.subjectTeacher developmenten_US
dc.subjectEnglish language teachingen_US
dc.titleDo intentions and perceptions always meet? a case study regarding the use of a teacher appraisal scheme in an English language teaching environmenten_US
dc.typeArticleen_US
dc.departmentFaculty Academic English Programen_US
dc.citation.spage255en_US
dc.citation.epage267en_US
dc.citation.volumeNumber2en_US
dc.citation.issueNumber2en_US
dc.identifier.doi10.1016/S0742-051X(99)00058-Xen_US
dc.publisherElsevieren_US


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