Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan.

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Autor/Urheber	Ming-Jenn Wu; Chi-Yo Huang; Yu-Sheng Kao; Yeou-Feng Lue; Liang-Chu Chen
Institution	MDPI AG
Titel	Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan.
Quelle	In: 2071-1050; doi:10.3390/su10103537; Sustainability, Vol 10, Iss 10, p 3537 (2018)(2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3390/su10103537
Schlagwörter	vocational education; vocational high schools; pre-service teachers; teacher professional performance evaluation system; professional standards; Environmental effects of industries and plants; TD194-195; TJ807-830; Environmental sciences; GE1-350
Abstract	Educational quality is one of the most important factors for having well-trained human resources that support the productivity, competitiveness, and economic growth of a nation. Teachers have always played dominant roles in ensuring education quality. Thus, teacher education is becoming ever more important. However, scholars have long warned about the ineffectiveness of teacher preparation. Indeed, a significant gap still exists between current pre-service teacher education and ideal training. Thus, a new professional performance evaluation system for pre-service teachers will be very helpful in resolving long-term public dissatisfaction with schools. To resolve this problem, developing a performance evaluation system that contains professional standards, performance evaluation criteria, and a precise performance evaluation mechanism is essential to guarantee the highest teacher quality in Taiwan. The authors designed a two-stage research effort for a professional performance evaluation system for Taiwanese pre-service teachers of automobile repair. In the first stage, the Delphi method is introduced to develop pre-service teachers' professional standards and key evaluation criteria using two iterations of Delphi processes and 14 iterations of focus group meetings based on experts' opinions. In the second stage, a professional performance evaluation and review mechanism for pre-service teachers is developed using focus group meetings to collect opinions from six vocational education experts. The final performance evaluation system will enhance the quality of pre-service teachers in vocational high schools and serve as a useful model for other countries and economies.
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