【摘要】：教師職后評價有績效考核和促進發(fā)展兩大目的,在時間安排上有試用期評價、常規(guī)評價和獎勵晉升評價,在參與方式上有強制性評價和自愿評價。教師職后評價政策與一國的教育管理模式緊密相關,集權制與分權制國家在評價政策上差異明顯。為保障教師職后評價的有效開展,各國積極推動確立發(fā)展與考核并重的評價觀,建立專業(yè)化的評價隊伍,開發(fā)多樣化的評價工具,并將評價結(jié)果運用于個人專業(yè)發(fā)展與學校的發(fā)展決策。
[Abstract]:Teacher post evaluation has two main purposes: performance appraisal and promoting development, probationary period evaluation in time arrangement, regular evaluation and reward promotion evaluation, mandatory evaluation and voluntary evaluation in participation mode. The evaluation policy of teacher post-service is closely related to the educational management mode of a country, and there are obvious differences between centralization and decentralization. In order to ensure the effective development of post-service evaluation of teachers, all countries actively promote the establishment of equal emphasis on development and assessment, the establishment of professional evaluation team, the development of a variety of evaluation tools. The evaluation results are applied to personal professional development and school development decisions.
【作者單位】： 西南大學教育學部國際與比較教育研究所;
【基金】：教育部教師工作司委托項目“教師教育職前職后一體化運行機制與管理模式研究” 重慶市高等教育教學改革研究項目“大學與中小學合作培養(yǎng)師范生教學實踐能力的理論與實踐研究”(課題批準號:132056)的成果
【分類號】：G659.1

【參考文獻】

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1 沈蕾娜;滕s，

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