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

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.