Η αυτοαξιολόγηση των εκπαιδευτικών στην Αγγλία ως διοικητική διαδικασία : αρχές, μέθοδοι και τεχνικές εφαρμογής της
Part of : Επιστήμες Αγωγής ; No.1, 2005, pages 85-100
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85-100
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This specific study has shown that self-evaluation is a vital part for the imple-mentation of any appraisal scheme. Moreover, in order that the process of self-evaluation becomes effective the whole process of staff appraisal should be con-tinuous and ongoing. It should be really part of the teachers' professional role. Self-evaluation could be both informal and occur at all stages of the appraisal process, but also formal especially before the formal appraisal interview. The whole evaluation process should be structured and according to the overall con-text of the educational appraisal system. In this way, it will lead both to the pro-fessional development of the teacher and the development of the individual school organization.Therefore, the aspirations, targets and needs of the teacher should meet the overall aims and needs of the school. If this is achieved, then commitment to the appraisal scheme, job satisfaction and improvement of practice from the part of the teacher will follow. The above will lead to the improvement of teaching and learning quality, which is the ultimate aim for any education system and the right of every child.Finally, it should be pointed out that although self-evaluation is an important aspect of every teacher's professional role, teachers should not get down of over-emphasizing this aspect. As Hancock and Settle (1990) commented : 'it is far more important to be an effective teacher than an effective self-appraiser'.
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Περιέχει σημειώσεις και βιβλιογραφία
