Beschreibung
InhaltsangabePrologue. 1. The context of teacher self-evaluation. 2. Pedagogical knowledge and self-evaluation. 3. Models of educational evaluation: How can they inform self-evaluation practitioners? 4. The content of self-evaluation. 5. Teaching perceptions and orientations: Criteria for self-evaluation. 6. The quantitative-qualitative debate: Is it relevant to teacher self-evaluation? A prelude to evaluation tools. 7. Qualitative methods of evaluation. 8. Quantitative forms of recording and analyzing teaching processes. 9. Professional sources of support: School principals, peers, and university professors. 10. Epilogue. References. Subject index. Author index.
Herstellerkennzeichnung:
Springer Verlag GmbH
Tiergartenstr. 17
69121 Heidelberg
DE
E-Mail: juergen.hartmann@springer.com
