Self‐evaluation of educational changes in teacher training institutions ∗

∗This article is based on a paper “Self‐evaluation of Educational Changes at Institutional Level” that was presented by the author at the conference of the Association for Teacher Education in Europe (ATEE) in Nancy in September 1979. The author wishes to thank Jozef Kok and Ben Westerburger for their comments on an earlier version of this article.

ABSTRACT

Coonen, H. “Self‐evaluation of educational changes in teacher training institutions,” Revue ATEE Journal 4 (1981) 129‐145.

This article sketches structural and substantial changes in the training of teachers for primary education in the Netherlands. Within the context of these changes nineteen teacher training colleges experimented in one of the following parts of the training: professional education, subject clustering, testing and graduating, in‐service training. From the reports made on the experimental lessons of the experiment “professional education” in 1977‐1978, an analysis has been made of the question as to what has been reported and how this has been done, and of the utility such reports have for other training colleges.

On the basis of this analysis a model has been developed for self‐evaluation of processes of change in which four related objects of evaluation are distinguished; a working formula is proposed for planning an evaluation and a decision framework is offered for applying the obtained evaluation results. This model aims at increasing the relevance of the evaluation of internal processes of change and the reports on such not only for the institution itself but also for other interested parties.

∗This article is based on a paper “Self‐evaluation of Educational Changes at Institutional Level” that was presented by the author at the conference of the Association for Teacher Education in Europe (ATEE) in Nancy in September 1979. The author wishes to thank Jozef Kok and Ben Westerburger for their comments on an earlier version of this article.

Coonen, H. “Self‐evaluation of educational changes in teacher training institutions,” Revue ATEE Journal 4 (1981) 129‐145.

Cet article esquisse avec précision les changements structuraux considérables dans la formation des instituteurs aux Pays‐Bas. Dans le cadre de ces changements, dix‐neuf écoles normales ont expérimenté l'un des éléments suivants des cours: enseignement professionnel, groupes de cours, tests et évaluation, formation continuée. Les rapports des leçons expérimentales sur l'enseignement professionnel réalisées en 1977‐1978 ont fait l'objet d'une analyse portant sur la nature des rapports, la manière de les rédiger et, enfin, leur utilité pour d'autres écoles normales.

Sur base de cette analyse, un modèle d'évaluation a été mis au point, qui porte sur les processus de changement au sein desquels l'évaluation distingue quatre points associés entre eux; une formule de travail a été proposée afin de planifier l'évaluation, et, enfin, un cadre de décision est offert pour être appliqué aux résultats de l'évaluation. Ce modèle vise à améliorer les liens entre l'évaluation des processus internes de changement et les rapports la concernant, au profit de l'institution elle‐même ainsi qu'aux autres institutions intéressées.

Notes

∗This article is based on a paper “Self‐evaluation of Educational Changes at Institutional Level” that was presented by the author at the conference of the Association for Teacher Education in Europe (ATEE) in Nancy in September 1979. The author wishes to thank Jozef Kok and Ben Westerburger for their comments on an earlier version of this article.