БАҒдарламасы «мектептегі тәжірибе»



жүктеу 430.63 Kb.
Pdf просмотр
бет10/11
Дата25.04.2017
өлшемі430.63 Kb.
түріБағдарламасы
1   2   3   4   5   6   7   8   9   10   11
part of the school  
professional 
practice model 
of professional 
development. The 
distinction between 
mentors and 
coaches is made in 
allocating roles.
Mentoring and 
Coaching  among 
students is 
common, especially 
with vertical 
tutoring.  
The school has a 
highly sophisticated 
model of professional 
development
that integrates 
level three, two 
and one teachers 
in  Continuing  
Professional 
Development  into a 
coherent whole and 
succession planning.
Level three teachers 
are leaders of learning 
in the classroom. 
Level two teachers 
lead learning of 
colleagues. 
Level one teachers 
work with the 
principal to lead the 
strategic development 
of the school.  
The school contributes 
to external courses 
on Mentoring and 
Coaching   
Staff are skilled 
in the design and 
management of 
innovation
and the school serves 
as an
innovation hub.  New 
developments are 
made in collaborative 
partnerships with 
partner schools on 
shared professional 
training days.

108
Networking 
There is limited 
experience of 
building trust across 
schools
at principal and senior 
leader level in a small 
number of areas. 
Goodwill exists from 
all sides, but is not 
yet sufficiently open 
and honest.
Trust, with openness 
and honesty, has been 
established at Senior 
Leadership level and is 
now being established 
among all other staff 
across schools.
Senior  leaders in 
all partners schools 
believe each partner 
has something of value 
to offer. 
There is action to 
identify what each 
partner and member
of staff can offer to the 
other(s)
and what might be 
sought from the 
other(s).
Trust is well 
established among 
staff and increasing 
among the school 
board, parents and  
teachers. 
Trust audits take 
place from time to 
time. 
Action to create 
trust among 
students across 
schools has begun.
Reciprocity in 
action exists at all 
levels, including 
students, with 
high levels of 
satisfaction at 
mutual gains.
High levels of 
trust are now well 
established and at 
each level there is 
sufficient confidence 
and experience to 
advise and support 
other partnerships in 
the art of establishing 
and sustaining trust.
Success in effective 
reciprocity is 
validated and quality 
assured externally.
Staff have experience 
of supporting other 
schools in to establish 
the principle of 
reciprocity, and 
operate it in practice 
to improve teaching 
and learning.

109
Appendix 3:
TEACHER COMPETENCES
Requirements for the competence of teaching staff of education system
The world is changing, and with that children change too, which in turn imposes new requirements for teachers’ 
qualification.
Competent  requirements  are  intended  to  identify  common  requirements  for  the  content  and  quality  of  the 
professional work of teachers, to evaluate the qualified level during teachers’ certification, for the preparation of 
national educational standards in pedagogic education and preparation of job descriptions.
In accordance with the relevant requirements a teacher during the training and education must use special 
techniques to attract students to the learning process: the gifted children, children who are not enrolled in their 
native language, children with disabilities, etc.
The teacher must be effective in leading of classes - to attract students to the process of training and education 
by motivating teaching and learning activities, set goals affecting the development of students regardless of their 
origin and abilities as well as character.
The teachers’ responsibility includes the formation and the development of universal educational activities, 
values   and patterns of social behavior, behavior skills in the virtual real life and social network, different cultural 
attitudes and tolerance skills, core competencies, etc.
Competence is a set of adequate personal qualities of a specialist needed for effective and guaranteed pursuance 
of professional activities in the respective levels of quality and in appropriate conditions.
Purpose: determination, finding and holding of selection by level of teacher’s professional competence. 

Competence
Components
Levels 
1
Psycho-
pedagogical 
competence
А 
(advanced)
В
(medium)
С
(low)
The ability to 
promote student’s 
understanding 
of motives for 
learning
Constantly uses 
the methods of 
stimulating students
Rarely uses 
methods of 
stimulating  
Methods of incentives 
are rarely used, do not 
give results
The ability to 
develop a student 
in the learning
Constantly uses the 
developing methods 
and benefits
Developing 
principle is 
unstable  
The teaching methods 
don’t have developing 
characteristic
The ability to 
identify the causes 
of difficulties in 
learning and help 
students to deal 
with them
A systematic 
determination of 
the difficulties 
and elimination 
(regulation) of them 
has been formed 
The ways of 
identifying 
and addressing 
problems are not 
accurate
There is no 
systematization in 
determining difficulties 
and their elimination
The ability to 
teach to learn 
on their own, 
developing the 
ability to reflect 
on learning
Constantly 
motivates students 
to self-education, 
self-analysis, 
management
Motivating students 
to self-education, 
self-analysis, 
management is not 
always
No self-study and 
reflection

110
2
Competence of 
relationships  
Ability to make a 
teaching dialogue, 
the ability to 
stimulate students 
to exchange views 
with the teacher
Sets the effective 
dialogue relationship 
with a student 
encouraging 
willingness to mutual 
understanding and 
relationships
Unsustainable 
effective dialogue 
relationship with a 
student stimulating 
willingness 
to mutual 
understanding and 
relationships
Does not build 
interactive 
relationships with 
the student, does not 
create the conditions 
for success
The ability 
to create an 
environment for 
the exchange of 
views and debate 
among students in 
the classroom
The systematic 
and purposeful 
creation of dialogue 
and discussion 
relations among 
the students in the 
class for emotional 
favorability of 
personal qualities
Rarely uses the 
environment 
of dialogue 
and discussion 
relations among 
the students in 
the class to create 
a collaborative 
learning 
environment
    
No organization skills 
for the environment of 
dialog and discussion 
relations among 
students, who are 
the foundation for 
successful learning in 
the classroom
Understands 
the students’ 
judgment, 
the ability to 
help eliminate 
language barriers
Understands the 
students’ judgment, 
shows higher 
professional attitude 
to help overcome 
language barriers
Understands the 
students’ judgment

indifferent to the 
elimination of 
language barriers
Understands the 
students’ judgment

cannot help in 
the elimination of 
language (vocabulary) 
barriers, doesn’t 
creates an environment 
for successful study
3
The 
competence 
of using of 
information and 
communication 
technologies in 
teaching
The ability to 
use a computer 
in preparation 
for lessons (the 
program MS 
Office Word) 
Application 
of PowerPoint 
Program for 
familiarization 
and resources 
related to lessons
Blocks of systematic 
files: there are lesson 
plans, assignments, 
laboratory and 
practical work, 
movies, constantly 
used familiarization 
(in all classes, that 
is 100% of held 
lessons), 
Block of files: 
lesson plans, 
assignments, 
laboratory and 
practical work, 
movies, constantly 
used familiarization 
aren’t systematic, 
are not used 
constantly (does 
not exceed 70% 
of the ongoing 
lessons)
There are electronic 
formats of lesson 
plans, assignments, 
laboratory and 
practical works, films, 
but not completely. 
Used in less than 50% 
of held lessons
Using a global 
system “Internet” 
Registered in 
domestic and 
international 
educational networks 
and communities, 
as well as actively 
working (at least 
4 days a week). 
Uses the Internet to 
prepare for lessons, 
works as a blogger.
Registered in 
domestic and 
international 
educational 
networks, but 
is not actively 
working (less than 
1 day per week). 
In preparation for 
lessons, uses the 
Internet only as an 
additional resource.
Not registered 
in the domestic 
and international 
educational networks. 
In preparation for 
lessons, doesn’t use 
Internet systematically 
as an additional 
resource.

111
Ability to use in 
communicating 
with colleagues 
and students 
e-mail (e-mail, 
gmail), 
communication 
software (Skype, 
ICQ, Agent, etc.)
Constantly uses 
e-mail, and has 
at least one of 
the widely used 
networks (Skype, 
ICQ, Agent, etc.) 
to communicate 
with colleagues and 
students
Has an e-mail, 
uses it, registered 
in one of the 
communication 
programs (Skype, 
ICQ, Agent, etc.) 
with colleagues and 
students, but rarely 
uses them
Doesn’t have e-mail, 
does not work with 
any programs (Skype, 
ICQ, Agent, etc.) 
, communication 
with colleagues and 
students is limited to 
meetings in person and 
by phone
The level of use 
of multimedia in 
the lesson (use 
of photos, videos 
and audio files)
During the lesson 
constantly and 
systematically uses 
the multimedia 
(there is a collection 
of large-scale, 
systematic data)
Uses multimedia 
capabilities in the 
lessons persistently 
(not less than 70% 
of held classes) 
Cumulative 
Fund during the 
formation does not 
cover 100% of the 
content knowledge 
(on the subject)
Rarely uses 
multimedia during 
the lessons (less than 
50% of held lessons), 
the materials are 
not systematic and 
complete (corresponds 
to a specific subject’s 
content knowledge)
4
Managerial 
skills in the 
lesson
Ability to plan a 
lesson
Meets 
methodological 
requirements, 
prepares a 
creative approach. 
Accessible, 
convenient and 
simple
With the lesson 
plan one can obtain 
information on the 
structure and on the 
lesson.
Lesson plans are 
drawn up, the 
periodicity dominates
The ability to 
use and manage 
rationally the 
lesson
Always pays due 
attention to every 
stage of the lesson, 
is able to lead work 
effectively
Pays due attention 
to each stage of 
the lesson, but 
systematization 
isn’t kept
Does not pay enough 
attention to the lesson 
stages
The ability to 
organize the 
effective work of 
the student in the 
group
Effectively uses the 
opportunity to work 
in groups and in 
pairs
Rarely makes 
student to work in 
groups and in pairs, 
pays no attention to 
the importance
Doesn’t make students 
to work in groups, 
doesn’t know how to 
organize
The ability to 
choose effective 
teaching methods
Effectively, 
efficiently uses 
comparing the 
elements of effective 
methods
Uses methods, 
isn’t able to change 
them
Uses traditional or 
only one method on 
the lessons, there is no 
systematic methods
The ability to 
analyze the work 
in accordance 
with the 
capabilities of 
students
Gives tasks in 
accordance with the 
age and abilities of 
each student. can 
leverage a variety of 
methods
Rarely pays 
attention to 
the students’ 
possibilities, not 
persistent
Doesn’t give tier 
assignments. Doesn’t 
take into account the 
possibility of students

112
5.
Competency 
of assessment 
and analysis of 
the educational 
process
The ability to 
develop criteria 
for evaluation 
of the work in 
groups and in 
pairs
Constantly develops 
criteria for descriptor 
for each lesson to 
evaluate the work of 
students in groups 
and in pairs
Rarely develops 
criteria for 
evaluating the 
work of students in 
groups and in pairs
Does not develop 
specific criteria for 
assessing students’ 
knowledge
The ability to 
develop criteria 
for evaluation 
of an individual 
student
Formatively assesses 
an individual 
work of a student, 
developing criteria 
for the descriptors
There are rarely 
incentive criteria to 
develop evaluation 
of an individual 
student
Do not use incentive 
methods, the 
development of 
student knowledge’s 
assessment, is 
not assessed 
comprehensively
The ability 
to specify a 
comprehensive 
evaluation of 
a student’s 
knowledge by 
argument, to 
raise them with 
the evaluation 
of a student’s 
motivation
Gives a specific 
assessment 
by evaluating 
the student’s 
knowledge through 
comprehensive 
arguments, further 
increase of the 
motivation to 
increase knowledge 
and get good grades, 
stimulates, leads
Unilaterally 
evaluates students’ 
knowledge, does 
not pay attention to 
the comprehensive 
evaluation and 
analysis
No systematization 
in the analysis and 
evaluation of students’ 
knowledge. Does 
not pay attention 
to the promotion 
by evaluation, the 
increase in the intrinsic 
motivation, does not 
implement them.
The ability to 
study the causes 
of students’ 
deficiencies in the 
study
Determines the 
cause of students’ 
shortcomings in 
study through 
research methods 
and creates favorable 
conditions for the 
development of a 
student, influences 
effectively
Doesn’t determine 
the defects 
in a student’s 
knowledge in an 
accurate way, 
uses superficial 
approach and 
insufficient 
corrective measures 
Doesn’t determine a 
student’s weaknesses 
in knowledge and does 
not eliminate them

113
Appendix 4:
 
[Placeholder for identification label] 
(105 x 35 mm) 
OECD Teaching and Learning International Survey (TALIS) 
Teacher Questionnaire 
Main Study Version (MS-12-01) 
[International English, UK Spelling] 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
[National Project Information]
International Project Consortium:
International Association for the Evaluation of Educational Achievement (IEA), The Netherlands
IEA Data Processing and Research Center (IEA DPC), Germany
Statistics Canada, Canada
 

114
Page 2 – TALIS Teacher Questionnaire (MS-12-01) 
About TALIS 
The first Teaching and Learning International Survey (TALIS) is an international survey that offers the 
opportunity for teachers and principals to provide input into education analysis and policy development. 
TALIS is being conducted by the Organisation for Economic Cooperation and Development (OECD) and 
[Name of country], along with some 23 other countries, is taking part in the survey. 
Cross-country analysis of this data will allow countries to identify other countries facing similar challenges 
and to learn from other policy approaches. School principals and teachers will provide information about 
issues such as the professional development they have received; their teaching beliefs and practices; the 
review of teachers’ work and the feedback and recognition they receive about their work; and various other 
school leadership, management and workplace issues. 
Being an international survey, it is possible that some questions do not fit very well within your national 
context. In these cases, please answer as best as you can. 
Confidentiality 
All information that is collected in this study will be treated confidentially. While results will be made 
available by country and by type of school within a country, you are guaranteed that neither you, this school 
nor any of its personnel will be identified in any report of the results of the study. [Participation in this 
survey is voluntary and any individual may withdraw at any time.] 
About the Questionnaire 
This questionnaire asks for information about school education and policy matters. 
This questionnaire should take approximately 45 minutes to complete. 
 
Guidelines for answering the questions are typed in italics. Most questions can be answered by marking 
the one most appropriate answer. 
When you have completed this questionnaire, please [National Return Procedures and Date]. 
When in doubt about any aspect of the questionnaire, or if you would like more information about it or 
the study, you can reach us by phone at the following numbers: [National Center Contact Information] 
Thank you very much for your cooperation! 

115
Page 2 – TALIS Teacher Questionnaire (MS-12-01) 
About TALIS 
The first Teaching and Learning International Survey (TALIS) is an international survey that offers the 
opportunity for teachers and principals to provide input into education analysis and policy development. 
TALIS is being conducted by the Organisation for Economic Cooperation and Development (OECD) and 
[Name of country], along with some 23 other countries, is taking part in the survey. 
Cross-country analysis of this data will allow countries to identify other countries facing similar challenges 
and to learn from other policy approaches. School principals and teachers will provide information about 
issues such as the professional development they have received; their teaching beliefs and practices; the 
review of teachers’ work and the feedback and recognition they receive about their work; and various other 
school leadership, management and workplace issues. 
Being an international survey, it is possible that some questions do not fit very well within your national 
context. In these cases, please answer as best as you can. 
Confidentiality 
All information that is collected in this study will be treated confidentially. While results will be made 
available by country and by type of school within a country, you are guaranteed that neither you, this school 
nor any of its personnel will be identified in any report of the results of the study. [Participation in this 
survey is voluntary and any individual may withdraw at any time.] 
About the Questionnaire 
This questionnaire asks for information about school education and policy matters. 
This questionnaire should take approximately 45 minutes to complete. 
 
Guidelines for answering the questions are typed in italics. Most questions can be answered by marking 
the one most appropriate answer. 
When you have completed this questionnaire, please [National Return Procedures and Date]. 
When in doubt about any aspect of the questionnaire, or if you would like more information about it or 
the study, you can reach us by phone at the following numbers: [National Center Contact Information] 
Thank you very much for your cooperation! 
 
 TALIS 
Teacher Questionnaire (MS-12-01) – Page 3 
 
Background Information 
These questions are about you, your education and the time you have spent in teaching. In responding to 
the questions, please mark the appropriate box. 
1. 
What is your gender?
 
 
Female Male 
 
 




 
 
2. 
How old are you?
 
 
Under 
25 25-29 30–39 40-49 50-59  60+ 
 
 












 
 
3. 
What is your employment status as a teacher? 
 
Part-time employment is where the contracted hours of work represent less than 90 per cent of 
the normal or statutory number of hours of work for a full-time employee over a complete school 
year. Please consider your employment status for all of your teaching jobs combined. 
 

1
 
Full-time 
 

2
 
Part-time (50-90% of full-time hours) 
 

3
 
Part-time (less than 50% of full-time hours) 
 
4. 
Do you work as a teacher of  at another school as well as this school?
 
 

1
 
Yes 
 

2
 
No � Please go to question 6. 
 
5. 
If ‘Yes’ in the previous question, please indicate in how many other schools you work 
as a  teacher. 
 
Please write in a number. 
 
  
 
Schools 
 
6. 
What is your employment status as a teacher at this school? 
 
Please do not consider the probationary period of a contract as a separate contract. 
 

1
 
Permanent employment (an on-going contract with no fixed end-point before the age of 
retirement) 
 

2
 
Fixed term contract for a period of more than 1 school-year 
 

3
 
Fixed-term contract for a period of 1 school-year or less 
 

116
Page 4 – TALIS Teacher Questionnaire (MS-12-01) 
 
7. 
What is the highest level of formal education that you have completed? 
 
Please mark one choice. 
 

1
 
 
 

2
 
 
 

3
 
 
 

4
 
 
 

5
 
 
 
8. 
In a typical school week, estimate the number of (60-minute) hours you spend on the 
following for this school. 
 
This question concerns your work for this school only. Please do not include the work you do for 
other schools. 
Please write a number in each row and round to the nearest hour in your responses. 
Write 0 (zero) if none. 
 
a) 
  
 
Teaching of students in school (either whole class, in groups or individually) 
 
b) 
  
 
Planning or preparation of lessons either in school or out of school (including 
marking of student work) 
 
c) 
  
 
Administrative duties either in school or out of school (including school 
administrative duties, paperwork and other clerical duties you undertake in your job 
as a teacher) 
 
d) 
  
 
Other (please specify):  
 
 
9. 
How long have you been working as a teacher? 
 
Where possible exclude extended periods of absence (e.g. career breaks). 
 
This is my 
first year 
1-2 years 
3-5 years 
6-10 years  11-15 years 16-20 years
More than 
20 years 
 
 

1
  �
2
  �
3
  �
4
  �
5
  �
6
  �
7
 
 
 
10. 
How long have you been working as a teacher at this school? 
 
Where possible exclude extended periods of absence (e.g. career breaks). 
 
This is my 
first year 
1-2 years 
3-5 years 
6-10 years  11-15 years 16-20 years
More than 
20 years 
 
 

1
  �
2
  �
3
  �
4
  �
5
  �
6
  �
7
 
 

117

118
Page 6 – TALIS Teacher Questionnaire (MS-12-01) 
 
12. 
In all, how many days of professional development did you attend during the last 18 
months? 
 
Please round to whole days. Write 0 (zero) if none. 
 
   
 
Days 
 
 
 
 
If you answered ‘0’ (zero)  Please go to question 17. 
 
13. 
Of these, how many days were compulsory for you to attend as part of your job as a 
teacher? 
 
Please round to whole days. Write 0 (zero) if none. 
 
   
 
Days 
 
14. 
For the professional development in which you participated in the last 18 months, how 
much did you personally have to pay for? 
 
Please mark one choice. 
 
None Some  All 
 
 



2
  �
3
 
 
 
15. 
For the professional development in which you participated in the last 18 months, did 
you receive scheduled time for undertaking the professional development that took 
place during regular work hours? 
 
Please mark one choice. 
 

1
 
Yes 
 

2
 
No 
 

3
 
Did not take place during regular work hours 
 
16. 
For the professional development in which you participated in the last 18 months, did 
you receive a salary supplement for undertaking the professional development 
activities that took place outside regular work hours? 
 
Please mark one choice. 
 

1
 
Yes 
 

2
 
No 
 

3
 
Did not take place outside of regular work hours 
 

119

120
Page 8 – TALIS Teacher Questionnaire (MS-12-01) 
 
19. 
In the last 18 months, did you want to participate in more professional development 
than you did?
 
 


Yes 
 


No � Please go to question 21. 
 
20. 
If ‘Yes’ in the previous question, which of the following reasons best explain what 
prevented you from participating in more professional development than you did? 
 
Please mark as many choices as appropriate. 
 


I did not have the pre-requisites (e.g. qualifications, experience, seniority). 
 


Professional development was too expensive/I could not afford it. 
 


There was a lack of employer support 
 


Professional development conflicted with my work schedule. 
 


I didn’t have time because of family responsibilities. 
 


There was no suitable professional development offered. 
 

1
 
Other (please specify): 
 
 

121
 
 TALIS 
Teacher Questionnaire (MS-12-01) – Page 9 
 
Teacher Appraisal and Feedback 
We would like to ask you about the appraisal (defined below) of your work as a teacher and the feedback 
(defined below) you receive about your work in this school. 
In this survey, Appraisal is defined as when a teacher’s work is reviewed by the principal, an external 
inspector or by his or her colleagues. This appraisal can be conducted in a range of ways from a more 
formal, objective approach (e.g. as part of a formal performance management system, involving set 
procedures and criteria) to the more informal, more subjective approach (e.g. through informal discussions 
with the teacher). 
In this survey, Feedback is defined as the reporting of the results of a review of your work (however formal 
or informal that review has been) back to the teacher, often with the purpose of noting good performance or 
identifying areas for development. Again, the feedback may be provided formally (e.g. through a written 
report) or informally (e.g. through discussions with the teacher). 
 
21. 
From the following people, how often have you received appraisal and/or feedback 
about your work as a teacher in this school? 
 
Please mark one choice in each row. 
 
 
Never 
Less 
than 
once 
every 
two 
years 
Once 
every 
two 
years 
Once per 
year 
Twice 
per year 
3 or 
more 
times 
per year  Monthly 
More 
than once 
per 
month 
 
a)  Principal   ........................
















 
b)  Other teachers or 
members of the school 
management team .........
















 
c)  External individual or 
body (e.g. external 
inspector)  ......................
















  
 
 
 
 
 
 
 
 
 
 
If you answered ‘Never’ for all of the above (a, b, and c)  Please go to question 28. 
 

122
Page 10 – TALIS Teacher Questionnaire (MS-12-01) 
 
22. 
In your opinion, how important were the following aspects considered to be when you 
received this appraisal and/or feedback? 
 
Please mark one choice in each row. 
 
 
I do not 
know if it 
was 
considered 
Not 
considered 
at all 
Considered 
with low 
importance 
Considered 
with 
moderate 
importance 
Considered 
with high 
importance 
 
a)  Student test scores  ............................










 
b)  Retention and pass rates of students  ..










 
c)  Other student learning outcomes  ........










 
d)  Student feedback on my teaching  .......










 
e)  Feedback from parents  .......................










 
f)  How well I work with the principal and 
my colleagues  ....................................










 
g)  Direct appraisal of my classroom 
teaching   ............................................










 
h)  Innovative teaching practices  .............










 
i) 
Relations with students  ......................










 
j)  Professional development I have 
undertaken   ........................................










 
k)  Classroom management   .....................










 
l) 
Knowledge and understanding of my 
main subject field(s)  ..........................










 
m)  Knowledge and understanding of 
instructional practices (knowledge 
mediation) in my main subject field(s) 
 .........................................................










 
n)  Teaching students with special 
learning  needs   ...................................










 
o)  Student discipline and behaviour  .........










 
p)  Teaching in a multicultural setting .......










 
q)  Extra-curricular activities with 
students (e.g. school plays and 
performances, sporting activities)  .......










 
r)  Other (please specify below)  ..............










  
 
 
 
 
 
 
 

123
 
 TALIS 
Teacher Questionnaire (MS-12-01) – Page 11 
 
23. 
Concerning the appraisal and/or feedback you have received at this school, to what 
extent have they directly led to any of the following?  
 
Please mark one choice in each row. 
  
 
No change 
A small 
change 
A moderate 
change 
A large 
change 
 
a)  A change in salary  ...............................................




 
b)  A financial bonus or another kind of monetary 
reward   ................................................................




 
c)  Opportunities for professional development 
activities  ..............................................................




 
d)  A change in the likelihood of career advancement  .




 
e)  Public recognition from the principal and/or your 
colleagues   ...........................................................




 
f)  Changes in your work responsibilities that make 
the job more attractive .........................................




 
g)  Role in school development initiatives (e.g. 
curriculum development group, development of 
school  objectives)   ................................................




 
24. 
Concerning the appraisal and/or feedback you have received at this school, to what 
extent have they directly led to or involved changes in any of the following? 
 
Please mark one choice in each row. 
  
No change 
A small 
change 
A moderate 
change 
A large 
change 
 
a)  Your classroom management practices  .................




 
b)  Your knowledge and understanding of your main 
subject field(s)  ....................................................




 
c)  Your knowledge and understanding of 
instructional practices (knowledge mediation) in 
you main subject field(s)  ......................................




 
d)  A development or training plan to improve your 
teaching  ..............................................................




 
e)  Your teaching of students with special learning 
needs  .................................................................




 
f) 
Your handling of student discipline and behaviour 
problems .............................................................




 
g)  Your teaching of students in a multicultural setting 
 ...........................................................................




 
h)  The emphasis you place upon improving student 
test scores in your teaching  .................................




 

124
Page 12 – TALIS Teacher Questionnaire (MS-12-01) 
 
25. 
How would you describe the appraisal and/or feedback you received? 
 
Please mark one choice in each row. 
  
Yes No 
 
a)  The appraisal and/or feedback contained a judgment about the quality of my 
work.   .............................................................................................................


 
b)  The appraisal and/or feedback contained suggestions for improving certain 
aspects of my work.  ........................................................................................


 
26. 
Regarding the appraisal and/or feedback you received at this school, to what extent do 
you agree or disagree with the following statements?
 
 
Please mark one choice in each row. 
  
Strongly 
Disagree 
Disagree Agree 
Strongly 
Agree 
 
a)  I think the appraisal of my work and/or feedback 
received was a fair assessment of my work as a 
teacher in this school.  ..........................................




 
b)  I think the appraisal of my work and/or feedback 
received was helpful in the development of my 
work as a teacher in this school.  ...........................




 
27. 
Concerning the appraisal and/or feedback you have received at this school, to what 
extent have they directly led to any of the following? 
 
Please mark one choice in each row. 
 
  
A large 
decrease 
A small 
decrease 
No change 
A small 
increase 
A large 
increase 
 
a)  Changes in your job satisfaction  .............





 
b)  Changes in your job security  ..................





 

125

126
Page 14 – TALIS Teacher Questionnaire (MS-12-01) 
 
Teaching Practices, Beliefs and Attitudes 
 
29. 
We would like to ask about your personal beliefs on teaching and learning. Please 
indicate how much you disagree or agree with each of the following statements.
 
 
Please mark one choice in each row. 
  
Strongly 
Disagree Disagree  Agree 
Strongly 
Agree 
 
a)  Effective/good teachers demonstrate the correct 
way to solve a problem.  .......................................




 
b)  When referring to a “poor performance”, I mean a 
performance that lies below the previous 
achievement level of the student.  .........................




 
c)  It is better when the teacher – not the student – 
decides what activities are to be done.  ..................




 
d)  My role as a teacher is to facilitate students’ own 
inquiry.  ...............................................................




 
e)  Teachers know a lot more than students; they 
shouldn’t let students develop answers that may 
be incorrect when they can just explain the 
answers directly. ..................................................




 
f)  Students learn best by finding solutions to 
problems on their own.  ........................................




 
g)  Instruction should be built around problems with 
clear, correct answers, and around ideas that most 
students can grasp quickly.  ..................................




 
h)  How much students learn depends on how much 
background knowledge they have – that is why 
teaching facts is so necessary.  ..............................




 
i) 
Students should be allowed to think of solutions to 
practical problems themselves before the teacher 
shows them how they are solved.  .........................




 
j)  When referring to a “good performance”, I mean a 
performance that lies above the previous 
achievement level of the student.  .........................




 
k)  A quiet classroom is generally needed for effective 
learning.  .............................................................




 
l) 
Thinking and reasoning processes are more 
important than specific curriculum content.  ...........




 

127
 
 TALIS 
Teacher Questionnaire (MS-12-01) – Page 15 
 
30. 
How often do you do the following in this school?
 
 
Please mark one choice in each row. 
  
Never 
Less than 
once per 
year 
Once per 
year 
3-4 times 
per year  
Monthly Weekly 
 
a)  Attend staff meetings to discuss 
the vision and mission of the 
school   ..........................................






 
b)  Develop a school curriculum or 

Каталог: ld
ld -> Ақиқат пен аңыз Әзілхан Нұршайықов
ld -> МҰҚАҒали – МƏҢгілік ғҰмыр
ld -> Қазақстан Республикасы Білім және ғылым министрлігі Павлодар мемлекеттік педагогикалық институты
ld -> Қасым а м а н ж о л о в поэзияның өзге жанрлардан бір өзгешелігі онда
ld -> Өмір м е н ө л е ң (Қасымның өмірбаяны, ақындық сапары туралы)
ld -> Көркемөнер халықтікі. Еңбек шілердің қалың бұқарасы арасына
ld -> Қ а з а қ сср ғ ы л ы м а к а д е м и я с ы м. О. ӘУезов атындағЫ
ld -> Қасым аманжолов (1911-1954)
ld -> Сарыарқа күйшілері Кіріспе
ld -> Библиография Абай шығармаларының аудармасы

жүктеу 430.63 Kb.

Поделитесь с Вашими друзьями:
1   2   3   4   5   6   7   8   9   10   11




©emirb.org 2020
әкімшілігінің қараңыз

    Басты бет