Teacher Evaluation Policy in Arab-Israeli Schools through the Lens of Micropolitics: Implications for Teacher Education

Autor/inn/en	Abu Rahmoun, Nariman; Goldberg, Tsafrir; Orland-Barak, Lily
Titel	Teacher Evaluation Policy in Arab-Israeli Schools through the Lens of Micropolitics: Implications for Teacher Education
Quelle	In: European Journal of Teacher Education, 44 (2021) 3, S.348-364 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goldberg, Tsafrir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1947238
Schlagwörter	Arabs; Teacher Effectiveness; Educational Quality; Public Schools; Principals; High Stakes Tests; Teacher Evaluation; Cultural Context; Political Influences; Beginning Teachers; Power Structure; Decision Making; Preservice Teachers; Teacher Administrator Relationship; Foreign Countries; Teacher Attitudes; Administrator Attitudes; Collectivism; Preservice Teacher Education; Elementary School Teachers; Junior High School Teachers; Authoritarianism; Cultural Influences; Israel + Suchen Sie Ihr Suchwort? Arab; Araber; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Public school; Öffentliche Schule; Principal; Schulleiter; Teacher appraisal; Lehrerbeurteilung; Political influence; Politischer Einfluss; Junior teacher; Junglehrer; Decision-making; Entscheidungsfindung; Ausland; Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Autoritarismus; Cultural influence; Kultureinfluss
Abstract	As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals' high-stakes evaluation processes for attaining tenure. Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty novice teachers and twenty principals. Findings from the qualitative data suggest that power relations and contextual features of Israeli-Arab society such as collectivism and face-keeping direct how decisions are made and limit the work of the actors involved. The study provides insights into how principals exercise their power to attain what they interpret as teacher quality while evaluating teachers, and how the latter interpret such power relations in their local contexts. It also suggests the need for substantive groundwork in preparing prospective teachers for the high-stakes teacher evaluation processes that characterise the Israeli-Arab education system and the efforts to maintain teacher quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01