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Book

9 Teacher Self-Evaluation

Peter W. Airasian & Arlen Gullickson

Teacher self-evaluation is a process in which teachers make judgments about the adequacy and effectiveness of their own knowledge, performance, beliefs, and effects for the purpose of self-improvement. At the heart of teacher self-evaluation is the belief that teachers’ main reasons for engaging in professional development activities come from their own experiences of what it means to be a teacher and from a personal need to understand, critique, and improve their own practice (Airasian & Gullickson, 1994a, 1994b; Hargreaves, 1995). In self-evaluation, it is the teacher who collects, interprets, and judges information bearing on personal practice. It is the teacher who frames criteria and standards to judge the adequacy of his or her beliefs, knowledge, skills, and effectiveness. It is the teacher who decides on the nature of professional development activities to be undertaken. Self-evaluation is related to such concepts as the reflective practitioner, reflection on practice, teacher connoisseurship and ...

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