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Knowledgeability as an aspect of credible feedback : implication for the management of teacher competence

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dc.contributor.advisor Dr. B.R. Grobler en_US
dc.contributor.author Ngubeni, Regina
dc.date.accessioned 2012-08-22T09:23:13Z
dc.date.available 2012-08-22T09:23:13Z
dc.date.issued 2012-08-22
dc.date.submitted 1998
dc.identifier.uri http://hdl.handle.net/10210/6410
dc.description M.Ed. en_US
dc.description.abstract This study forms part of a larger ongoing research project with regard to teacher competence and teacher evaluation. By virtue of this, many of the issues raised could be contentious, debatable and exploratory but for the purpose of this study only one area will be examined. This particular project will attempt to focus on teacher competence and its concomitant, teacher evaluation. No claim is made for an all embracing study. However, a pilot study undertaken by Van der Merwe & Grobler 1995: (a) using a structured questionnaire can be regarded as a methodically sound data base to use as a spring board for analysing teacher competence and appraisal feedback in an attempt to provide educators with the necessary tools for developing their various fields of expertise. In order to draw certain conclusions about teacher competence and appraisal, it is, however necessary to give a brief resume of the data produced from the 1264 teacher respondents predominantly in the Gauteng area. Hence a short overview follows. An analysis of the data suggests that teacher competence can be divided into eight categories. These are by no means mutually exclusive and the boundaries between them are quite fluid. Nevertheless they are as follows: the learning environment; professional commitment; order and discipline; educational foundation; teacher reflection; cooperative ability; effectiveness; and leadership style. Having identified these, it then becomes necessary to add that feedback on the appraisal process can be divided into five categories: invitational feedback; transparent feedback; tactful feedback; credible feedback; and culturally sensitive feedback. The relevance of these two fields lies in its efficacy in providing the direction for this research paper, namely providing a new vision for teacher appraisal which, in turn, could lead to greater teacher competency. As credible feedback has been conceptualised as being a cornerstone in achieving this goal, perhaps an overview of what this entails is necessary. Duke & Stiggins, (1986: 83) suggest that knowledgeability and transparency are essential aspects of credible feedback, while objectivity and integrity are regarded by Davies & Davies, (1988: 12) to be vital aspects. This research essay will however, only place emphasis on the knowledgeability of the evaluator in the evaluation of teacher performance. Its main aim is to establish the extent to which the evaluator demonstrates knowledgeability when evaluating and advising teachers. In turn the issue of knowledgeability will determine the feedback provided to the educator concerned, and its efficacy. In examining the issue of knowledgeability, it, however, becomes necessary to give an historical overview of teacher assessment in South Africa. Without this, this project can be seen to be ahistorical in direction. en_US
dc.language.iso en en_US
dc.subject Knowledge, Sociology of en_US
dc.subject Feedback (Psychology) en_US
dc.subject Teachers - Rating of - South Africa en_US
dc.subject School personnel management en_US
dc.title Knowledgeability as an aspect of credible feedback : implication for the management of teacher competence en_US
dc.type Mini-Dissertation en_US

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