Developing a multi-faceted Chinese Teacher Evaluation Form (C-TEF) for an in-service inclusive education training program

Ho Yeung Hastings CHIM, F. LAI, Fuk Chuen HO

Research output: Contribution to journalArticlespeer-review

Abstract

Lesson observation form for inclusive lesson might be inadequate. In this study, the lesson observation form for an in-service inclusive teachers training has been developed which helped investigate how teacher participants changed their inclusive practices throughout a series of try-out teaching. This study investigates if the items could be fitted in the Foremen (2014) eco-system (teacher, student, curriculum, resources & physical setting) for inclusive lessons. Based on the Framework for Teaching (FFT) Evaluation Instrument (Danielson, 1996, 2007) and other available instruments, a Chinese teacher evaluation form (C-TEF) was developed. The development involved translation and backward translation (Hambleton & Li, 2005), review of scholarly publications on the FFT, expert input, expert-reviewing and consultative result of focus group meetings (DeVellis, 2012). The data collection involves piloting and 600 completed forms in the main study. The results suggest that almost all items fit well with the classroom eco-system, other than time management. Copyright © 2022 The Special Education Society of Hong Kong Ltd.
Original languageEnglish
Pages (from-to)21-39
JournalHong Kong Journal of Special Education
Volume24
Publication statusPublished - 2022

Citation

Chim, H., Lai, F., & Ho, F. C. (2023). Developing a multi-faceted Chinese Teacher Evaluation Form (C-TEF) for an in-service inclusive education training program. Hong Kong Journal of Special Education, 24, 21-39.

Keywords

  • Inclusive lesson observation form
  • Eco-system
  • Inclusive teacher training
  • 融合教育觀課記錄表
  • 生態系統
  • 融合教育師訓
  • Alt. title: 在職教師於融合教育師訓課程的中文版觀課記錄表

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