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Does the use of end of semester evaluation forms represent teachers’ views of teaching in a tertiary education context in Japan?
ARTICLE

TATE Volume 24, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper considers both how the mandatory introduction of student evaluation of teaching surveys (SETs) fits into the social and political context of tertiary education in Japan, and the assumptions about teaching underlying SETs. Through interviews with English teachers, a technical–rational perspective whereby teaching is a profession only to the extent that it involves applying theoretical knowledge to the pursuit of educational ends is discussed. Teachers’ capacities to make complex judgments are not recognized so that teaching becomes indistinguishable from technical expertise. Quantitative evaluation as a measurement of effectiveness and efficiency leads to teacher exclusion from dialogue on how teaching might be improved.

Citation

Burden, P. (2008). Does the use of end of semester evaluation forms represent teachers’ views of teaching in a tertiary education context in Japan?. Teaching and Teacher Education: An International Journal of Research and Studies, 24(6), 1463-1475. Elsevier Ltd. Retrieved November 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.11.012

Keywords