Teachers' reflections of instructional effectiveness: self-assessment through a standards-based appraisal process. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Davis, Amanda; McDonald, Denise
• Is Part Of: Reflective practice. Volume 20:Issue 1(2019)
• Page Start: 125
• Page End: 141
• Publication Date: 2019-01-02
• Subjects: Reflection -- self-assessment -- professional development -- teacher learning -- qualitative research; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2019.1569508
• Languages: English
• ISSNs: 1462-3943

Abstract

ABSTRACT: This paper explores teachers' reflections on: (1) self-assessment of their own videotaped lesson using a standards-based appraisal system; (2) comparison to an external reviewer's evaluation of the same lesson; and (3) effect of the appraisal system on their pedagogical views, professional development, and actual practice improvement. Findings indicate that teachers view the appraisal system as evaluative with little impact on their teaching practice and professional growth. Participating teachers indicated that the self-evaluative reflection process utilized in the study had a greater influence on their professional development than the appraisal system as it is currently structured.