Kindergarten Teachers' Evaluation: Perceptions of the New Israeli Multiple Domains Performance Tool

Autor/in	Cohen-Azaria, Yael
Titel	Kindergarten Teachers' Evaluation: Perceptions of the New Israeli Multiple Domains Performance Tool
Quelle	In: Quality Assurance in Education: An International Perspective, 30 (2022) 2, S.184-198 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-04-2021-0059
Schlagwörter	Foreign Countries; Kindergarten; Preschool Teachers; Teacher Evaluation; Teacher Attitudes; Israel + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten
Abstract	Purpose: In 2012, the Israeli Ministry of Education and its Testing and Evaluation Department introduced a new tool to evaluate the quality of kindergarten teachers' work. This paper aims to identify how kindergarten teachers perceive the new multiple domains performance tool. Design/methodology/approach: The study applied a qualitative paradigm of data collection and analysis. Data collection consisted of semi-structured in-depth interviews conducted with 36 kindergarten teachers. Findings: Findings indicated that most kindergarten teachers perceive their work plan and the kindergarten climate as the most important evaluation domains, while perceiving involving parents as the least important and even an unnecessary domain. One-third of them indicated that an innovation domain should be added. Also, the kindergarten teachers perceived the use of the KT-MDPT as both positive and negative. Originality/value: There is a clear dearth in scholarly literature dealing with the evaluation of the quality of kindergarten teachers' work. This study is the first to reveal Israeli kindergarten teachers' attitudes regarding this new tool for work quality evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01