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Journal articles on the topic 'Appraisal of beginning teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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1

Keller-Schneider, Manuela, and Uwe Heriks. "Beginning Teachers’ Appraisal of Professional Requirements and Implications for Teacher Induction in Switzerland." Education & Self Development 14, no. 3 (2019): 62–79. http://dx.doi.org/10.26907/esd14.3.07.

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2

Jiang, Zheng, Ida Ah Chee Mok, Xin Yang, Simiao Liu, and Mudan Chen. "Pattern and Dynamics of Teacher Emotions during Teaching: A Case Study of a Senior Secondary Mathematics Teacher." Sustainability 14, no. 15 (2022): 9097. http://dx.doi.org/10.3390/su14159097.

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Understanding the emotional dimension of classroom practices benefits sustainable education. However, the dynamic nature of teacher emotions during teaching remains understudied. To acquire an “in-depth” description of the emotional phenomena during teaching, a case study was adopted to examine the pattern and dynamics of a senior secondary mathematics teacher’s teaching-related emotions. Seven new mathematics lessons were observed and videotaped, and three video-stimulated, post-lesson teacher interviews were conducted. Based on appraisal theories of emotions, thematic analysis and content an

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3

Powers, Donald E. "ASSESSING THE CLASSROOM PERFORMANCE OF BEGINNING TEACHERS: EDUCATORS' APPRAISAL OF PROPOSED EVALUATION CRITERIA." ETS Research Report Series 1992, no. 2 (1992): i—10. http://dx.doi.org/10.1002/j.2333-8504.1992.tb01487.x.

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4

Silvers, Penny, and Josephine Sarvis. "Appraisal Centers: A Formative Assessment Model for Preservice Teachers to Demonstrate Emerging Theory–Practice Understanding." Journal of Education 200, no. 3 (2019): 196–206. http://dx.doi.org/10.1177/0022057419881172.

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Appraisal Centers provide authentic experienced-based communities of practice for preservice teachers (PSTs) to show application of theory into practice at critical gateways throughout their elementary education program while fulfilling School of Education dispositions, course objectives, and state standards. A goal is to provide formative assessment opportunities for PSTs to present inclusive, differentiated teaching practices at increasing levels of proficiency for culturally diverse 21st-century classrooms. Appraisal Centers provide multiple opportunities for PSTs to reflect on the complexi

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5

Adedapo, Adeyemi, and Bolanle T. Opoola. "Levels of Integrating the ASSURE Model in Lesson Delivery of Selected Primary School Teachers in Nigeria." Journal of Language Teaching and Research 12, no. 1 (2021): 177. http://dx.doi.org/10.17507/jltr.1201.19.

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Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing in

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6

Greenwalt, Kyle. "Discourse, Narrative, and National Identity: The Case of France." Harvard Educational Review 79, no. 3 (2009): 494–520. http://dx.doi.org/10.17763/haer.79.3.43261g133731p248.

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France provides an ideal context for beginning to understand how schooling affects students' understanding of their national identity. In this article, Kyle Greenwalt examines the discursive practices through which a group of French secondary students constructed their national identity. Following an appraisal of the historiographical literature of nineteenth-century French nation-building, the author proceeds with a phenomenological analysis of the discourses students used to make sense of their lived experiences with teachers and schooling. Greenwalt evaluates the continued presence and sali

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Syahputra, Muhammad Rizki. "PELAKSANAAN PROGRAM PENINGKATAN KINERJA GURU DI MTS NEGERI 3 MEDAN." Hijri 10, no. 2 (2022): 1. http://dx.doi.org/10.30821/hijri.v10i2.11249.

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<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>The purpose of this paper is to 1) Analyze the Academic Supervision Implementation Program in Improving Teacher Performance, 2) Analyzing the Teacher Competency Test Implementation Program in Improving Teacher Performance, 3) Analyzing the Teacher Performance Assessment Implementation Program in Madrasahs. The method used is descriptive analytical method, where the researcher will describe, then analyze in depth the research findings. The results of this study are 1) Acade

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8

Blömeke, Sigrid, and Patricia Klein. "WHEN IS A SCHOOL ENVIRONMENT PERCEIVED AS SUPPORTIVE BY BEGINNING MATHEMATICS TEACHERS? EFFECTS OF LEADERSHIP, TRUST, AUTONOMY AND APPRAISAL ON TEACHING QUALITY." International Journal of Science and Mathematics Education 11, no. 4 (2013): 1029–48. http://dx.doi.org/10.1007/s10763-013-9424-x.

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9

Pasa, R. B. "Transformative Role Of Education: An Autoethnographic Reflection." Research Nepal Journal of Development Studies 2, no. 1 (2019): 94–111. http://dx.doi.org/10.3126/rnjds.v2i1.25271.

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This study appraised my momentarily missing twelve years of formal education life (1990-2002) and thoughtful higher education life (2002 to onward). Through this appraisal, I explored how I have been experiencing transformative role of education since my school education life. In so doing, I applied auto ethnography methodology and narrative imagination method for interpreting narrative information. While exploring my experiences, I found I was worry to improve my economic condition in the beginning. Thereby, I applied vocational rehabilitation therapy and resiliency against my frustration and

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10

Dahl, Karin L. "Children's Spontaneous Utterances during Early Reading and Writing Instruction in Whole-Language Classrooms." Journal of Reading Behavior 25, no. 3 (1993): 279–94. http://dx.doi.org/10.1080/10862969009547818.

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This study examined the spontaneous utterances of first-grade inner-city children in whole-language classrooms in two urban sites. Data were gathered across the first-grade year for 12 learners who were observed twice-weekly across the school year. The context for each utterance was documented in field notes recording instructional context, learner behavior, and social interactions. Three selection criteria were used for utterances; spontaneity, being embedded in acts of reading and writing, and explanatory value. The 87 categorized utterances revealed five trends in terms of learner perceptio

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11

Lewis, Lyn, and Philippa Gerbic. "Using eportfolio to address professional standards in a teacher education programme: The student voice." Journal of Teaching and Learning for Graduate Employability 3, no. 1 (2012): 17–25. http://dx.doi.org/10.21153/jtlge2012vol3no1art555.

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Electronic portfolios are presented in the literature as a technological tool with significant potential for professional application (JISC, 2008). Since the introduction of Graduating Teacher Standards (GTS) by the New Zealand Teachers Council in 2007, all pre-service teacher education programmes are required to demonstrate their achievement through programme design. Eportfolios are an ideal vehicle for evidencing such achievement through their potential to support synthesis of theory and practice in self-appraisal against standards (Strudler & Wetzel, 2005), facilitate reflective practic

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12

Herron, David, and Lotta Haglund. "Secondary School Teachers Don’t Have Time to Engage in the Most Important Aspects of Information Literacy Due to Curricular Pressures." Evidence Based Library and Information Practice 4, no. 1 (2009): 29. http://dx.doi.org/10.18438/b8xp5x.

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A Review of: Williams, D. and C. Wavell. “Secondary School Teachers’ Conceptions of Student Information Literacy.” Journal of Librarianship and Information Science 39.4 (2007): 199-212.  Objective – To examine school teachers’ understanding of student information literacy and to look at the implications of the findings for developing information literacy in students.  Design – Qualitative research design (group discussions; verbal and written reflections).  Setting – Secondary schools in the United Kingdom.  Subjects – Secondary school teac

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13

LOCHMAN, JOHN E., and KAREN C. WELLS. "Contextual social–cognitive mediators and child outcome: A test of the theoretical model in the Coping Power program." Development and Psychopathology 14, no. 4 (2002): 945–67. http://dx.doi.org/10.1017/s0954579402004157.

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This study tests the contextual social–cognitive model, which has served as the basis for the Coping Power program, an indicated preventive intervention with at-risk preadolescent boys at the time of transition from elementary to middle school. The contextual social–cognitive model assumes that aggressive children have distortions in their social–cognitive appraisals and deficiencies in their social problem solving skills and that their parents have deficiencies in their parenting behaviors. To test this model, boys were identified as being at risk on the basis of fourth grade and fifth grade

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14

Krueger, Patti J. "Beginning Music Teachers." Update: Applications of Research in Music Education 19, no. 1 (2000): 22–26. http://dx.doi.org/10.1177/875512330001900105.

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15

Dunst, Carl, Deborah Hamby, Robin Howse, Helen Wilkie, and Kimberly Annas. "Metasynthesis of Preservice Professional Preparation and Teacher Education Research Studies." Education Sciences 9, no. 1 (2019): 50. http://dx.doi.org/10.3390/educsci9010050.

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Results from a metasynthesis of the relationships between 14 different types of preservice teacher preparation practices and teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Each type of preservice practice (e.g., course-based student learning) included different kinds of instructional methods (e.g., problem-based learning, inquiry-based learning, and project-based learning). The metasynthesis included 118 meta-analyses and 12 surveys of more than three million study participants. Findings clearly indica

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16

Zhang, Xiao-feng, and Ho-ming Ng. "An effective model of teacher appraisal." Educational Management Administration & Leadership 45, no. 2 (2016): 196–218. http://dx.doi.org/10.1177/1741143215597234.

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Teacher appraisal has been widely practised in China for decades. With the introduction, in 2009, of the teacher performance pay system, however, teacher appraisal has undergone certain changes. This study explores the practice of teacher appraisal, using a qualitative approach and taking public schools in Shanghai as its research sites. The methods adopted include interviews with teachers and school administrators, observation of relevant activities and document analysis. The study reveals that teacher appraisal in schools in Shanghai is not a one-off event. Although the procedure for generat

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17

Watson, Cristie. "Beginning Teachers as Leaders." Educational Horizons 93, no. 2 (2014): 30. http://dx.doi.org/10.1177/0013175x14561425.

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18

Clausen, Jon M. "Beginning Teachers’ Technology Use." Journal of Research on Technology in Education 39, no. 3 (2007): 245–61. http://dx.doi.org/10.1080/15391523.2007.10782482.

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19

Anderson, Hans O. "Notes to Beginning Teachers." Hoosier Science Teacher 40, no. 1 (2017): 9–13. http://dx.doi.org/10.14434/thst.v40i1.23278.

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20

Hamid Abdulrazzaq, Ahmed. "EFL Teachers’ Perceptions of Teacher Appraisal." Journal of Education College Wasit University 48, no. 3 (2022): 539–56. http://dx.doi.org/10.31185/eduj.vol48.iss3.3089.

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The purpose of this study was to examine EFL teachers’ perceptions of teacher appraisal in terms of its purpose, methods, and criteria. Data for this study were collected from 20 EFL teachers who were given a questionnaire asking them to indicate to what extent they agreed with a total of 44 statements in a Likert-style format, with space to write their comments. Basic statistical analysis of responses revealed several characteristics that many teachers considered to reflect effective teacher appraisal. In terms of purpose, teachers seemed to lean more towards conducting appraisals for profess

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21

Atieno Otieno, Teresa, Matula Phylisters, and Okoth Ursulla. "Professional Development Appraisal And Teacher Performance Among Secondary Schools In Migori County." International Journal of Scientific Research and Management 9, no. 11 (2021): 1973–82. http://dx.doi.org/10.18535/ijsrm/v9i11.el02.

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Performance appraisal forms an important practice in human resource management. In Kenya, the Teacher Performance Appraisal and Development (TPAD) has been used since 2012 as an appraisal approach to evaluate teachers’ performance. However, the effectiveness of performance appraisal in enhancing teacher productivity as reflected in students; academic achievement has not been documented in Kenya and remains questionable. In Migori County, student performance in KCSE examination has been comparatively low. The objective of this study was to analyse the influence of professional development appra

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22

Naz, Shahida, Memona Rasheed, and Tahir Rasheed. "Scale Development for Teaching Appraisal." Global Language Review II, no. I (2017): 55–66. http://dx.doi.org/10.31703/glr.2017(ii-i).04.

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The study finds if teachers' success in classroom is determined by the efficacy of teaching skills. Successful and effective teaching depend on several factors including level of knowledge, classroom management skills and students assessment. Evaluating the effectiveness of teachers is a challenging task due to the absence of standardized scale for assessing teachers’ classroom disposition. The present study develops and validate a scale for the evaluation of teachers’ teaching skills. Keeping in consideration the previous scales, literature and teaching skills, a scale comprising of 27 items

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23

Nordheim, Lena, Kjell Sverre Pettersen, Signe Flottorp, and Esther Hjälmhult. "Critical appraisal of health claims: science teachers’ perceptions and practices." Health Education 116, no. 5 (2016): 449–66. http://dx.doi.org/10.1108/he-04-2015-0016.

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Purpose – Critical appraisal skills are necessary to navigate the numerous contradictory and pseudo-scientific claims in the popular media. Health and science education in schools is essential for promoting these skills in students. The purpose of this paper is to explore lower secondary school science teachers’ perceptions and reported practices related to teaching critical appraisal of health claims. Design/methodology/approach – Interpretive description strategy guided the study process. A purposeful sample of 25 Norwegian teachers was interviewed individually or in groups. Interviews were

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24

Carelli, Francesco. "Medical Teachers Appraisal. New challenge for European Family Medicine Teachers." Archives of Medical Case Reports and Case Study 5, no. 2 (2022): 01–02. http://dx.doi.org/10.31579/2692-9392/094.

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A professional appraisal can be defined as the process whereby an appraiser examines and evaluates an appraisee’s work by comparing it with pre-set standards [1]. This process is generally designed to encourage the professional to reflect on his or her work and to provide evidence that the required standards are being achieved

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25

Fletcher, Jonathan A. "The appraisal of mathematics teachers in Ghana." Journal of Educational Management 3 (November 1, 2000): 38–66. http://dx.doi.org/10.47963/jem.v3i.385.

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Many mathematics teachers in Ghanaian secondary schools have little or no training in the teaching of mathematics, yet they teach the subject because of the shortage of mathematics teachers in Ghana. Such teachers and their trained counterparts, need professional help to enable them guide pupils learn the subject effectively and efficiently especially since the duration for pre-university education in Ghana has been cut by about five. This study aimed to; 1. Examine the nature of teacher appraisal in Ghana . 2. Examine the validity of existing methods of teacher appraisal in Ghana. 3. Determin

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26

Ong, Peter, Mohd Zuri Ghani, Md Jais Bin Ismail, and Christina Sim Pei Pei. "Performance Appraisal Management in A Malaysian Secondary School." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 4 (2021): 297–307. http://dx.doi.org/10.47405/mjssh.v6i4.753.

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The purpose of this study is to explore the implementation of performance assessment in one of the Malaysian public secondary schools. Topics like what is a performance appraisal; the goal of having a performance appraisal in school; the processes for conducting performance appraisal at school; the benefits of having a performance appraisal in school; how performance appraisal affects school improvement; ways to improve performance appraisal in school; common problems with school performance appraisal are explored. There are six respondents have been selected in this case study including one p

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27

Shohib, Muhammad Wildan, and Azam Othman. "Teachers’ Appraisal Methods and Job Performance: Learning from an Islamic Boarding School in Indonesia." IIUM Journal of Educational Studies 6, no. 2 (2019): 17–30. http://dx.doi.org/10.31436/ijes.v6i2.210.

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Abstract  Purpose ‒The purpose of this study was to explore the relationship between teachers’ performance appraisal methods and teachers’ job performance and its implications to teaching and learning explicitly in the context of Islamic Boarding Schools in Gontor, East Java Indonesia, a district that has more than 10 school branches in Indonesia. Designed/methodology/approach ‒A survey method was employed to collect the data from 110 teachers who had two to five years of teaching experiences. In data analysis, the researchers had applied a two-step approach to test the measured va

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28

Appleton, Ken, and Ian Kindt. "Beginning Elementary Teachers' Development as Teachers of Science." Journal of Science Teacher Education 13, no. 1 (2002): 43–61. http://dx.doi.org/10.1023/a:1015181809961.

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29

Mohammed, Awol Ahmed. "Review Paper on University Teachers Performance Appraisal." OALib 07, no. 07 (2020): 1–18. http://dx.doi.org/10.4236/oalib.1106509.

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30

Dadds, Marion. "‘Those being tortured ...’: teachers appraising teacher appraisal." Cambridge Journal of Education 16, no. 2 (1986): 151–54. http://dx.doi.org/10.1080/0305764860160211.

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31

Bartlett, Steve. "The development of effective appraisal by teachers." Journal of In-Service Education 24, no. 2 (1998): 227–38. http://dx.doi.org/10.1080/13674589800200040.

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32

Üstünlüoğlu, Evrim. "Is appraisal system a threat for teachers?" Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 118–23. http://dx.doi.org/10.1016/j.sbspro.2009.01.022.

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33

Ashbaugh, Carl R., and Katherine L. Kasten. "Should Teachers Be Involved In Teacher Appraisal?" NASSP Bulletin 71, no. 500 (1987): 50–53. http://dx.doi.org/10.1177/019263658707150008.

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34

STEINBEIß, Gregor. "Beginning Student Teachers’ Professional Identity." Acta Didactica Napocensia 14, no. 1 (2021): 151–64. http://dx.doi.org/10.24193/adn.14.1.12.

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Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ prof

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35

Krueger, Patti J. "Reflections of Beginning Music Teachers." Music Educators Journal 88, no. 3 (2001): 51. http://dx.doi.org/10.2307/3399759.

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36

Myers, Brian E., James E. Dyer, and Shannon G. Washburn. "Problems Facing Beginning Agriculture Teachers." Journal of Agricultural Education 46, no. 3 (2005): 47–55. http://dx.doi.org/10.5032/jae.2005.03047.

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37

Smylie, Mark A. "What Beginning Teachers Should Know?" Contemporary Psychology: A Journal of Reviews 36, no. 2 (1991): 117–18. http://dx.doi.org/10.1037/029403.

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38

Edwards, Susan, and Joce Nuttall. "Beginning teachers: issues and experiences." Asia-Pacific Journal of Teacher Education 43, no. 1 (2014): 1–3. http://dx.doi.org/10.1080/1359866x.2014.969415.

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39

Hiiffman, Gail, and Sarah Leak. "Beginning Teachers' Perceptions of Mentors." Journal of Teacher Education 37, no. 1 (1986): 22–25. http://dx.doi.org/10.1177/002248718603700105.

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40

Varah, Leonard J., Warren S. Theune, and Linda Parker. "Beginning Teachers: Sink or Swim?" Journal of Teacher Education 37, no. 1 (1986): 30–34. http://dx.doi.org/10.1177/002248718603700107.

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41

Jones, Melanie S., and W. Fred Pauley. "Mentoring Beginning Public School Teachers." Adult Learning 14, no. 1 (2003): 23–25. http://dx.doi.org/10.1177/104515950301400106.

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42

Simonsz, Heleen, Yvonne Leeman, and Wiel Veugelers. "Beginning student teachers’ educational ideals." European Journal of Teacher Education 43, no. 5 (2020): 712–29. http://dx.doi.org/10.1080/02619768.2020.1747428.

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43

Kyriacou, Chris, and Richard Kunc. "Beginning teachers’ expectations of teaching." Teaching and Teacher Education 23, no. 8 (2007): 1246–57. http://dx.doi.org/10.1016/j.tate.2006.06.002.

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44

Keinonen, Tuula, and Sivbritt Dumbrajs. "Teacherhood Perspectives among Beginning Teachers." International Journal of Learning: Annual Review 16, no. 6 (2009): 117–28. http://dx.doi.org/10.18848/1447-9494/cgp/v16i06/46365.

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45

Littleton, Pam, and Mark Littleton. "Induction Programs for Beginning Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no. 1 (1988): 36–38. http://dx.doi.org/10.1080/00098655.1988.10114004.

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46

Reed, Kevin. "Teaching Tasks and Beginning Teachers." South Pacific Journal of Teacher Education 14, no. 1 (1986): 1–12. http://dx.doi.org/10.1080/0311213860140102.

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47

Da Ros, Denise, and Kevin J. Swick. "The Socialization of Beginning Teachers." Journal of Early Childhood Teacher Education 16, no. 1 (1995): 13–17. http://dx.doi.org/10.1080/1090102950160104.

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48

Ratliffe, Tom. "Overcoming Obstacles Beginning Teachers Encounter." Journal of Physical Education, Recreation & Dance 58, no. 4 (1987): 18–23. http://dx.doi.org/10.1080/07303084.1987.10603852.

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49

Hans, J., and C. Vonk. "Mentoring student and beginning teachers." Teaching and Teacher Education 11, no. 5 (1995): 531–37. http://dx.doi.org/10.1016/0742-051x(95)00032-f.

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50

Chirchir, Kimeli Matthew, and Solomon Letangule. "The Influence of Teacher Performance Appraisal and Development Implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya." European Journal of Education and Pedagogy 2, no. 6 (2021): 34–44. http://dx.doi.org/10.24018/ejedu.2021.2.6.199.

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The study sought to assess the influence of teacher performance appraisal and development implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya. The study specifically sought to determine the extent to which the appraisal of Teacher knowledge and application, appraisal on professional development of teachers and the appraisal of teachers' time management on Secondary Students’ Examination Scores among public schools in Kenya. Optimizing descriptive cross-sectional survey research design, the study targeted all secondary school teachers in Kenya. The study adop

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