Empirical Analysis of Evaluation of English Teachers＇ Educational Ability Under MOOC Environment

In order to improve the English teachers＇ education ability evaluation accuracy, promote the upgrading of the level of English teacher education, the evaluation model of English teacher education ability is proposed in MOOC environment. Data fusion model of English teacher education ability evaluation index is obtained based on big data analysis method, data clustering analysis of English teaching evaluation indicators is carried out, Characteristic data of English Teaching are extracted, and combining fuzzy C means algorithm to analyze the characteristics of English teachers＇ educational ability in MOOC environment, adaptive mining evaluation of English teachers＇ educational ability is realized. Then we develop and design the evaluation system of English teacher education ability under the MOOC environment. The empirical data analysis is taken, and results show that it has good accuracy by using this method for evaluation of English teacher＇s ability, it improves the comprehensive evaluation level of English teachers.

Problems and Solutions of Teachers'Evaluation Activities in Colleges and Universities in China

Teacher evaluation is the action guide of teachers,which is extremely important for the development of schools.The establishment of a scientific and effective evaluation for university teachers is the key step in adapting to the current"double first-class"backgromd in the construction of high-level teachers.Based on HabermasJ theory of communicative action,this study analyzes the shortcomings and the reasons behind the current evaluation activities of university teachers in China as well as explores the standardization of these evaluation activities to meet the needs of the connotative development of higher education.

China's Policy Actions to Lead Teacher Development With Evaluation Reform

Purpose This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background,measures,and future development trends of teacher evaluation reform in China.Design/Approach/Methods This study primarily conducts a policy text analysis of the section on teacher evaluation of the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era.Findings The Overall Plan for Deepening the Reform of Educational Evaluation in the New Era was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation.It comprised four sections:teachers’professional ethics,teaching effectiveness,evaluation models and methods,and honorary titles.The policy has distinctive features such as the high status and authority of the issuing body,a holistic and systematic nature,and an orientation toward practical issues.This article proposes three major policy foresights:promoting implementation through the force of political trends,giving schools autonomy in teacher evaluations,and implementing progressive reforms.Originality/Value This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation,which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.

Reflection on Classroom Teaching Innovation Triggered by Non-Engfish Majors＇ Evaluation on Chinese and Foreign Instructor＇s Pedagogies

Non-English majors＇ evaluation on teachers is a vital way to get feedback of English language classroom teaching and learning. This paper reports on a study which used a discourse-analytic approach to look into the existing problems in English classroom teaching at undergraduates＇ level. The ways of searching solutions for the problems are also discussed.

Research on the Application Framework of Intelligent Technologies to Promote Teachers’Classroom Teaching Behavior Evaluation

With the advantages of real-time analysis and visual evaluation results,intelligent technology-enabled teaching behavior evaluation has gradually become a powerful means to help teachers adjust teaching behaviors and improve teaching quality.However,at present,the evaluation of intelligent teachers’behaviors is still in the preliminary exploration stage,and the application research is not deep enough.This paper analyzes the application of intelligent technology in the evaluation of teachers’classroom teaching behaviors from the perspectives of evaluation data,methods,and results.Voice print recognition technology is used to recognize the teachers’identities and track the speech in the classroom videos,and the videos are segmented.Then,the evaluation framework of teachers’classroom teaching behaviors is constructed using three dimensions of emotion,posture,and position preference.Finally,evaluation results are presented to teachers in a more intuitive and easy-to-understand visual way,to help teachers reflect on teaching.This paper aims to promote the transformation of teachers’classroom teaching behavior evaluation toward an intelligent,efficient,and sustainable direction through current research.

Establishing a Teacher Performance Evaluation System Geared to the Cultivation of Character:With a Reflection on New Public Management Theory

Since New Public Management theory,which seeks to promote public management reform with the techniques used to catalyze economic development,was introduced into the field of education,it has led to the implementation of education accountability measures and reforms focusing on performance-related pay for teachers.Performance-related pay was meant to improve teacher performance,and has played an important role in providing teachers with incentives and raising educational quality.In practice,however,problems have emerged that deserve serious attention.For example,the evaluation indicators based on this theory have distorted the direction of public management due to their over-emphasis on instrumental rationality and neglect of value rationality.Further,they highlight the interim goal of"instilling knowledge"at the cost of the fundamental aim of"cultivating talent,"thus producing results opposite to those intended.On the basis of the value rationality of education and China’s reality,this paper suggests that educational institutions should shift from"New Public Management"to a"holistic and decentralized governance"approach,fostering an environment dedicated to cultivating talent and introducing this feature intothe evaluation of teacher performance.The core socialist values need to be integrated into teacher policy and internalized by teachers as their emotional identity and customary behavior.

Competing Theories for Improving Teacher Preparation Programs:The Case of North Carolina

Purpose:Written from the prospective of a school of education dean,the article describes how deans worked with researchers and university system staff to develop multiple measures of teacher preparation program(TPP)quality.Design/Approach/Methods:As a key participant in the development of a multi-methods approach to evaluating(TPP)quality,the author frequently interacted with the university system oversight staff,the researchers tasked with measuring TPP quality,and the school of education deans.The article draws on his experience in collaborating with individuals in these three groups over an 8-year period.The article also reviews the controversial history of hierarchical linear models as tools for evaluating TPPs.Findings:The author argues that over time and as a result of frequent conversations and discussions,the three groups collaborated in creating a data dashboard that provides TPP faculty with evidence that enables them to make data-informed improvements to their programs and satisfies policymakers’interest in informing the public of TPP quality.Originality/Value:Few,if any,articles have been published that describe a collaborative process for creating a data repository that can inform the continuous improvement of TPPs and address policymakers’concerns about teacher quality.Educators,researchers,and policymakers elsewhere may learn about how to develop a partnership focused on generating and using data in program improvement as well as the value of multiple measures in evaluating TPPs and informing policymakers.

How Should We Evaluate Teachers’ Ethics?

What should be the evaluation of a teacher’s performance, if it is not students’ test scores? This is a problem facing China’s education sector after the Ministry of Education required primary and middle schools nationwide not to use students’ test scores to evaluate teachers.

Will Special-Contracted Teachers Promote the Development of Rural Students?From the Perspective of the New Human Capital Theory

The Special-Contracted Teacher Scheme,a supplement to the traditional mode of teacher supply,has been implemented for 17 years and the teaching quality of those teachers has gained a lot of attention.Using data of teachers and students from the sample counties in four central and western provincial-level administrative units,this paper studies how special-contracted teachers have affected students’academic performance and non-cognitive ability according to the student development framework of the new human capital theory,and how those effects vary among different teacher groups.Results show that while special-contracted teachers have helped improve the academic performance of rural students,their role is limited in improving students’non-cognitive ability.At the same time,female special-contracted teachers and those without a normal major play an obviously bigger role in raising students’academic performance.The conclusion is that special-contracted teachers can to some extent help narrow the urban-rural gap in academic performance,but more research needs to be done to better understand their effects on students’non-cognitive ability.

A CRANE AMONG THE CHICKENS?: EVALUATING A TEACHER TRAINING PROGRAMME

"Sometimes you try to share the ideas, they even turn up their noses at you, describing you as ’trying to be a crane among the chicks’." This rather forlorn comment comes from a middle school English teacher recently returned to his school in a remote province of China, full of enthusiasm for the new methods of teaching English gathered over two years away on a teacher-training course held in Shanghai. It gives the title to a recently published study of the fate that met this teacher and others like him after they had completed their course. Conducted by staff at Shanghai International Studies University (SISU), this set out to contribute to the evaluation of two in-service training courses for teachers of English held at that university through a follow-up study of former trainees. The study took place under the auspices of the Chinese State Education Commission and the British Overseas Development Administration, as did the two courses themselves. The most recent of these was a senior middle school teacher training (SMSTT) course for teachers working in less developed areas of China. This two-year course, designed and run at five universities, is still in operation at SISU and formed the primary focus of attention of the study. The other was a one-year course in advanced teacher training (ATT) for lecturers in higher education.