Criteria Problems in Assessing Teaching Performance.

Autor/in	McGee, Reece
Titel	Criteria Problems in Assessing Teaching Performance.
Quelle	(1979), (9 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Accountability; College Environment; College Faculty; Educational Responsibility; Evaluation Criteria; Higher Education; Models; Researchers; Teacher Effectiveness; Teacher Evaluation; Teacher Role; Values + Suchen Sie Ihr Suchwort? Verantwortung; Hochschulumwelt; Fakultät; Erziehungsverantwortung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Researcher; Forscher; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lehrerrolle; Wertbegriff
Abstract	The need to consider teaching evaluation criteria within the social structural and normative background within which college teaching takes place is discussed, along with the need to consider the substantive content of the criteria. In research-oriented American universities many feel that one cannot be promoted for teaching because institutional reward is positively correlated with research publication and other scholarly activity. One reason for this phenomena is that there is no tradition for concern with quality of instruction. A second structural phenomenon is that the major universities of the United States adopted the German model of scholarship, a disciplinarv model, with the laboratory and speculative investigation at the center of the faculty member's role rather than the transmission of knowledge to students. The third phenomenon is that during the great research expansion of World War II, and the two decades following it, the academic profession and institutions of America adopted the researcher role as the academic role model. The research-oriented value system might be amenable to change if an appropriate methodology for the evaluation of teaching were invented. One of the general problems regarding the assessment of teaching is the absence of conventional agreement on what constitutes good teaching. A possible approach to this problem is to list behaviors essential for minimal satisfaction in teaching performance. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01