Abstract:
The main purpose of this study was to examine formative teaching evaluation criteria for student teachers. The study administered the self-devised Formative Teaching Evaluation Criteria for Student Teacher Evaluation Questionnaire to the educational professors of teachers' colleges, principals, grade principals, elementary teachers and teachers' college students. A total of 1,101 of 1,394 questionnaires were returned, for a rate of 79%.
The findings showed that: (1) There were five areas of teaching performance of formative teaching evaluation criteria for student teachers; the five areas of teaching performance were teaching attitudes, teaching plans, teaching methods, teaching techniques and teaching evaluations. (2) The five areas of teaching performance included 22 teaching behaviours which included 73 teaching behaviour indicators. (3) The most important area of teaching performance was teaching attitudes; the second was teaching techniques; the third was teaching methods; the fourth was teaching plans; the last was teaching evaluations. (5) The items of formative teaching evaluation criteria for student teachers were rated as important on a Likert scale. The index of discrimination of those items was generally good.
The findings showed that: (1) There were five areas of teaching performance of formative teaching evaluation criteria for student teachers; the five areas of teaching performance were teaching attitudes, teaching plans, teaching methods, teaching techniques and teaching evaluations. (2) The five areas of teaching performance included 22 teaching behaviours which included 73 teaching behaviour indicators. (3) The most important area of teaching performance was teaching attitudes; the second was teaching techniques; the third was teaching methods; the fourth was teaching plans; the last was teaching evaluations. (5) The items of formative teaching evaluation criteria for student teachers were rated as important on a Likert scale. The index of discrimination of those items was generally good.