Evaluation is an integral facet of education. As educators, we evaluate the academic knowledge and ability of our students. Conversely, we are also evaluated not only by management, but also by our students. Studies have examined student feedback; in particular, the impact of feedback on individual educators (e.g. Kogan, Schoenfeld-Tacher, & Hellyer, 2010) and as a department (e.g. Kember, Leung, & Kwan, 2002); and learning variables that instigate (positive) feedback (e.g. Roszkowski & Soven, 2010).

As reflexive practices gain traction in the professional development of educators, supported by the push for scholarly approaches in teaching and learning, there seems to be a growing acceptance for educators’ self-appraisal.

When teachers are involved in appraising self, they may consider the conception of their professional self (see Lohbeck, Hagenauer, & Frenzel, 2018). The conception of self can also be cross-examined, or used as a basis for understanding professional standards set out by their teaching context (see Bourke, Ryan, Ould, 2018). In doing so, educators may discover tensions arising from conflicts seen in their professional principles and the expectations of their workplace (see Cochran-Smith, Keefe, & Carney, 2018).

In light of these issues, what do you think may be other issues worth considering when doing an appraisal of self? 

 

References 

Bourke, T., Ryan, M., & Ould, P. (2018). How do teacher educators use professional standards in their practice?. Teaching and Teacher Education, 75, 83-92.

Cochran-Smith, M., Stringer Keefe, E., & Carney, M. C. (2018). Teacher educators as reformers: Competing agendas. European Journal of Teacher Education, 41(5), 572-590.

Kember, D., Leung, D. Y., & Kwan, K. (2002). Does the use of student feedback questionnaires improve the overall quality of teaching?. Assessment & Evaluation in Higher Education, 27(5), 411-425.

Kogan, L. R., Schoenfeld-Tacher, R., & Hellyer, P. W. (2010). Student evaluations of teaching: Perceptions of faculty based on gender, position, and rank. Teaching in Higher Education, 15(6), 623-636.

Lohbeck, A., Hagenauer, G., & Frenzel, A. C. (2018). Teachers’ self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education, 70, 111-120.

Roszkowski, M. J., & Soven, M. (2010). Did you learn something useful today? An analysis of how perceived utility relates to perceived learning and their predictiveness of satisfaction with training. Performance Improvement Quarterly, 23(2), 71-91.