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Titel
School self-evaluation. The case of Greece examined through the views of preschool education teachers
Autor
OriginalveröffentlichungJournal of Contemporary Education, Theory & Research 1 (2017) 1, S. 9-17
Dokument
Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)Selbsteinschätzung; Wertung; Vorschule; Selbstevaluation; Schule; Lehrer; Wahrnehmung; Fragebogenerhebung; Interview; Griechenland
TeildisziplinSchulpädagogik
Bildungsorganisation, Bildungsplanung und Bildungsrecht
DokumentartAufsatz (Zeitschrift)
ISSN2654-0274
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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.)
weitere Beiträge dieser ZeitschriftJournal of Contemporary Education, Theory & Research Jahr: 2017
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Eintrag erfolgte am09.04.2020
Empfohlene ZitierungChrysanthi, 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: 10.5281/zenodo.3598014
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