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School self-evaluation: The case of Greece examined through the views of preschool education teachers
[Zeitschriftenartikel]
Abstract The present research aimed at investigating the perceptions of pre-school teachers concerning the institution of school self-evaluation in Greece. More specifically, the semi-structured interview tool was meticulously implemented, in order for teachers’ views to be thoroughly explored in a concrete... mehr
The present research aimed at investigating the perceptions of pre-school teachers concerning the institution of school self-evaluation in Greece. More specifically, the semi-structured interview tool was meticulously implemented, in order for teachers’ views to be thoroughly explored in a concrete spatial, temporal and social context. This method managed to examine effectively the preschool teachers’ views, along with the variables and the experiences that affect them. In terms of questionnaires’ method, open-ended questions were used. The material collected from the responses was subdivided into conceptual subsections and then coded into functional definitions. The processing indicated, that the majority of the participants believed, that self-evaluation should be considered particularly important and that it should be characterized by a set of key elements such as: clear purposes, responsible and organized execution, as well as objectivity of judgments. Participants also claimed, that sloppiness, fear, and insecurity, along with lack of organization and information may lead to procedure failure.... weniger
Thesaurusschlagwörter
Vorschulerziehung; Lehrer; Selbsteinschätzung; Vorschule; Qualitätssicherung; Griechenland
Klassifikation
Bildungswesen Elementarbereich
Freie Schlagwörter
school self-evaluation; teachers' perceptions
Sprache Dokument
Englisch
Publikationsjahr
2017
Seitenangabe
S. 9-17
Zeitschriftentitel
Journal of Contemporary Education, Theory & Research, 1 (2017) 1
DOI
https://doi.org/10.5281/zenodo.3598014
ISSN
2654-0274
Status
Veröffentlichungsversion; begutachtet (peer reviewed)
Lizenz
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung 4.0