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|Other Titles:||Practice and Challenge to the Concept amid ＂Teachers as Curriculum Evaluators＂: A Case Study of a Secondary School Geography Teacher in Macao|
Jin-Jy Shieh, Cheng-Cheong Sun
Office of Teacher Education and Career Service
This study aimed at discussing the practice and challenge to the Concept of 'teachers as curriculum evaluators' through a case study of a secondary school geography teacher in Macao. In-depth interviews were launched to understand a teacher's experience in the practices of curriculum evaluation, incorporated with an observation of teaching process. In addition, documents regarding to the case teacher, including curriculum, homework, and a teachers note of reflection were also collected for analysis. The findings hereof showed that teachers approved the concept of 'teachers as curriculum evaluators' and the fact of assessment exists amid individual development stages of the course, however, it was classified as intuitive or undetected one. The teacher also faces some challenges during assessment which included the lack of concepts, expertise, empowerment and support during assessment. This study concluded four key processes that can carry forward the idea of 'teachers as curriculum evaluators': 'arouse', 'training', 'empowerment' and 'support'.
|Appears in Collections:||中等教育|
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