Browsing by Subject "Teacher development"

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    Do intentions and perceptions always meet? a case study regarding the use of a teacher appraisal scheme in an English language teaching environment
    (Elsevier, 2000-02-23) Vanci-Osam, U.; Aksit, T.
    This 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.
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    Focusing on evaluation of teacher development? a model for school-based supervision
    (Türk Eğitim Derneği İktisadi İşletmesi, 2002) Baş-Collins, Ayşe
    ll aspects of work, and even play, require an allusive entity called supervision. Supervision models vary from loosely organized structures, to strict activity overview. The 'instructional supervisory role" may be one or several individuals, working to assist school personnel to perform better. They may be from outside the school (ie. national inspection system) or the principal or department head or senior instructor. As in other countries, Turkey has private and state schools. Both are subject to regular inspection by a centralised National Inspection System. However, in order to overcome shortfalls of the National Inspection System, private schools have established their own teacher evaluation programs. This paper assesses current private school-based supervision practices. It is intended to provide a school-based supervision model, through which private secondary schools may improve their performance and accountability while enhancing teacher quality.