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The Ongoing Development of Teacher Evaluation and Curriculum Reform in the People’s Republic of China

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Abstract

This article addresses the joint issues of teacher evaluation and curriculum reform in the People’s Republic of China (PRC). The PRC presents a unique context for teacher evaluation and development from both historical and contemporary points of view.

This article has four parts:

  1. 1.

    an overview of the use of teacher evaluation systems in various countries,

  2. 2.

    a description of the traditional teacher evaluation system in the PRC,

  3. 3.

    a presentation of trends in teacher evaluation within the context of the current curriculum reform, and

  4. 4.

    considerations regarding future directions for teacher evaluation and development in the PRC

Recommendations for developing a teacher evaluation and development system are made with caution, however, since there are significant context differences between the PRC and Western countries.

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Authors and Affiliations

  1. Northeast Normal University, People’s Republic of China, Louisiana State University College of Education, 111M Peabody Hall, Baton Rouge, LA, 70803

    Shujie Liu

  2. Louisiana State University College of Education, 113C Peabody Hall, Baton Rouge, LA, 70803

    Charles Teddlie

Authors
  1. Shujie Liu
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  2. Charles Teddlie
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Correspondence to Shujie Liu.

Additional information

This paper is based on a presentation given at the Annual Meeting of the International Congress for School Effectiveness and Improvement held in Rotterdam, the Netherlands, in January 2004.

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Liu, S., Teddlie, C. The Ongoing Development of Teacher Evaluation and Curriculum Reform in the People’s Republic of China. J Pers Eval Educ 17, 243–261 (2003). https://doi.org/10.1007/s11092-005-2982-x

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  • DOI: https://doi.org/10.1007/s11092-005-2982-x

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