Using Generic and Content-Specific Teaching Practices in Teacher Evaluation: An Exploratory Study of Teachers’ Perceptions

• In Event: Roundtable Session 25
  In Roundtable Session: Mathematics Teaching and Student Achievement

Abstract

Recognizing the importance of integrating generic and content-specific practices for developing teacher evaluation and classroom observation systems, in this study we examine whether criteria related to both types of practices are endorsed by teachers for evaluation purposes. Drawing on a framework pertaining to generic practices and another focusing on content-specific practices, we developed a 48-statement questionnaire, which was completed by 589 Cypriot primary schoolteachers. Analyses showed these practices to be supported by teachers for evaluation purposes; however, they were considered more important than feasible to implement. More critically, teachers did not consider these practices as distinct, thus allowing developing unidimensional scales to further examine their level of endorsement. Implications for teacher education/policymaking and suggestions for future research are provided.

Authors

• Charalambos Y. Charalambous, University of Cyprus

• Andreas Komitis, University of Cyprus

• Maria Papacharalambous, University of Cyprus

• Afroditi Stefanou, University of Cyprus