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Title
School self-evaluation. The case of Greece examined through the views of preschool education teachers
Author
SourceJournal of Contemporary Education, Theory & Research 1 (2017) 1, S. 9-17
Document  (473 KB)
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Keywords (German)Selbsteinschätzung; Wertung; Vorschule; Selbstevaluation; Schule; Lehrer; Wahrnehmung; Fragebogenerhebung; Interview; Griechenland
sub-disciplineCurriculum and Teaching / School Pedagogy
Organisation of Education, Educational Planning, Educational Legislation
Document typeArticle (journal)
ISSN2654-0274
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):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. (DIPF/Orig.)
other articles of this journalJournal of Contemporary Education, Theory & Research Jahr: 2017
additional URLsDOI: 10.5281/zenodo.3598014
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Date of publication09.04.2020
CitationChrysanthi, Kamou: School self-evaluation. The case of Greece examined through the views of preschool education teachers - In: Journal of Contemporary Education, Theory & Research 1 (2017) 1, S. 9-17 - URN: urn:nbn:de:0111-pedocs-190959 - DOI: 10.25656/01:19095
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