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Beyond the Tyranny of TestingRelational Evaluation in Education$
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Kenneth J. Gergen and Scherto R. Gill

Print publication date: 2020

Print ISBN-13: 9780190872762

Published to Oxford Scholarship Online: October 2020

DOI: 10.1093/oso/9780190872762.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 25 July 2021

Relational Approaches to Evaluating Teaching

Relational Approaches to Evaluating Teaching

Chapter:
(p.111) 6 Relational Approaches to Evaluating Teaching
Source:
Beyond the Tyranny of Testing
Author(s):

Kenneth J. Gergen

Scherto R. Gill

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190872762.003.0006

A central purpose of evaluating teaching is to help teachers develop professionally. In contrast to traditional teachers’ appraisal and teachers’ performance management, relational approaches can overcome the current impasse where student test scores are used to judge teachers. Such practices undermine teachers’ confidence and professionalism and foster alienation from each other and from teaching itself. As a relational alternative, the authors propose a fourfold framework, centering on practices of mutual learning among teachers, inviting students as learning partners, cultivating teacher strengths and talents, and developing teachers’ research into their own practices. The authors show how relationally enriched approaches to evaluating teaching can inject creative energy into the teaching process while simultaneously supporting teachers’ learning. Evaluation can thus be integral to teachers’ professional development.

Keywords:   professional development, peer-mentoring, appreciative inquiry, teacher inquiry, action research, reflective practice

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