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ERIC Number: EJ970343
Record Type: Journal
Publication Date: 2012-Jun
Pages: 19
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1554-5210
Classroom Performance Evaluation: Stages and Perspectives for Professional Development of Secondary Teachers in Vietnam
Pham, Huy Q.; Roberts, Stacey B.
International Journal of Progressive Education, v8 n2 p6-24 Jun 2012
This study examined classroom performance evaluation of secondary teachers in Vietnam. Specially, it sought to determine the possibility of applying supervision into the evaluation for teaching development. Data were collected from interviews with 34 (n=34) participants: ten evaluators and 24 teachers in different school contexts: rural areas, towns, and cities. Data showed considerable impacts: (a) more favorableness on "evaluation conference" and "post-conference analysis" among stages, (b) the high appreciation on open discussions--being willing to share ideas co-existing differences in favorableness of feedback of strengths; and (c) being ready to give or receive appropriate feedback while keeping own ideas for a win-win strategy due to the barrier of the perceived power differential. Suggestions were on more emphasis on classroom performance--discussions before and after class classroom observation rather than inspecting teaching dossiers and on feasible strategies for teacher development--supervision should be referred--rather than executing the "bureaucratic" procedure. (Contains 1 table.)
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam