A Qualitative Comparative Study of Teacher Evaluation Policies and Teachers’ Perceptions in Korea and the United States

• In Event: Roundtable Session 3
  In Roundtable Session: Eastern Asian Perspectives on Teacher Education Policy and Practice

Abstract

This study examines how government agencies shape new teacher evaluation policies in Korea and the U.S. and how teachers and evaluators make sense of and respond to these policies. Although recent studies have used agency-based perspectives to analyze policy implementation, few have focused on teacher evaluation policy, which is emerging as a significant strategy for reforming schooling in many countries. By conducting in-depth interviews of teachers and evaluators and analyzing policy documents, this study investigates two different teacher evaluation policies and their potential for use in improving instructional practice (Papay, 2012). In particular, I draw on institutional theory and sensemaking theory to conduct a comparative study of teacher evaluation policies in Korea and the U.S.

Authors

• Jihyun Kim, Michigan State University

• Peter A. Youngs, University of Virginia