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Evaluation Principles and Criteria of Beginner Primary School Teachers' Professional Competencies


Author: Constantin Petrovici
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2006
Scientific consultant: Ion Achirii
doctor, associate professor (docent)
Institution:
Scientific council:

Status

The thesis was presented on the 7 September, 2006
Approved by NCAA on the 26 October, 2006

Abstract

Adobe PDF document – 0.32 Mb / in romanian

Thesis

CZU 317.136(043)

Adobe PDF document 1.08 Mb / in romanian
155 pages

Keywords

primary school teacher, beginner primary school teacher, initial professional teacher education, continuous professional teacher education, teaching roles, teaching functions, didactical aptitudes, professional pedagogical competences, professional competences evaluation, principles, criteria and professional benchmarks, professional standards, model of assessment, probation period, professional teaching certification - definitivat

Summary

The Doctor's thesis presents the theoretical bases and the practical aspects concerning the professional evaluation of primary school teachers the beginning of their career. To establish if a teacher meets the present needs and requirements of teaching, it is necessary for us to define clearly what is being expected from him/her, what his/her functions and roles are, as well as what his/her professional competencies are, and it is also necessary for an evaluation system to point out clearly the presence and level of these competencies in order to determine the social and economical efficiency of the initial and continuous professional training and to improve it, and at the same time in order to allow teachers to improve and advance in their career, thus ensuring the quality of teaching. After theoretical sources having been investigated and according to the results obtained through questionnaire analysis after being applied to an experimental investigation an Evaluation Model of Beginner Primary School Teachers' Professional Competencies during the time of probation and definitivat examination, has been proposed. It includes evaluation principles and criteria of beginner primary school teachers' professional competencies, as well as performance indicators and the specific evaluation instruments. This model is a accompanied by a methodology which presents evaluation instructions for the period which starts with a year preliminary evaluation and training period (time of probation), under the guidance of a mentor, and which finishes with the evaluation and certification of the beginner teacher's professional competencies by the definitivat examination. The stated principles and criteria will be used by the beginner primary school teacher through self-evaluation, and by the mentor, inspector, headmaster and the school board of directors to evaluate the probationer's professional competencies. Thus the evaluation criteria become target objectives for the beginner primary school teacher. In this respect, evaluation will play two major roles: the formative one, allowing the primary school teacher to practice self-evaluation to find out the level of professional competency acquirement and to plan his/her activity to get good results and the adjustable one which allows the mentor, inspector and headmaster to ascertain the level of professional competency acquirement and to intervene for improvement when necessary.

The evaluation model of beginner primary school teachers' professional competencies guides and supports the teachers' academic training. They should show good professional training of all the three types of human knowledge (scientific, artistic and empirical) and of all the three axiological domains of the curriculum: cognitive, technological and artistic.

Putting into practice the evaluation system of the beginner primary school teachers' professional competencies which is proposed in this thesis, the most up-to-date educational policies concerning primary school teachers' evaluation would be achieved.