Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers' perceptions

Abstract

Generic and content-specific teaching practices have largely been employed in parallel in teacher evaluation and classroom observation systems. Giving voice to teachers, we examine whether both types of practices are endorsed by teachers as criteria for evaluation purposes. Analyzing the responses of 589 Cypriot primary schoolteachers to a survey, we found that, unlike researchers, teachers did not appraise these practices as distinctly important; rather teachers' perceptions seemed to be informed by the centrality of teachers' role during instruction. Teachers also rated these practices as more important than feasible to implement. Implications for teacher evaluation and teacher education are provided.