Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/4678
Title: Challenging Appraisal Orthodoxies: Teacher Evaluation and Professional Development in the United Arab Emirates
Authors: Mercer, Justine
First Published: Dec-2005
Publisher: Springer Verlag
Citation: Journal of Personnel Evaluation in Education, 2005, 18 (4), pp. 273-287.
Abstract: This paper presents findings from a 4-year study of faculty appraisal at two higher education institutions (HEIs) in the United Arab Emirates (UAE). It finds that neither teachers nor academic managers are opposed to evaluative appraisal, and, contrary to much of the literature, most are happy for evaluative and developmental elements to be combined. It then examines the apparent paradox of continuing professional development in a context where federally-funded HEIs have the money to attract more teachers than they need; the legal right to dismiss any of them for any reason; and a strong belief on the part of managers that these particular students need and deserve only the very best teachers. It concludes that these features of the UAE context present a considerable challenge to the popular notion that people are an institution’s most precious resource and need to be developed at every opportunity.
DOI Link: 10.1007/s11092-007-9024-9
ISSN: 0920-525X
Links: http://link.springer.com/article/10.1007%2Fs11092-007-9024-9
http://hdl.handle.net/2381/4678
Type: Article
Rights: This is the author's final draft of the paper published as Journal of Personnel Evaluation in Education, 2005, 18 (4), pp. 273-287. The original publication is available at www.springerlink.com. Doi: 10.1007/s11092-007-9024-9
Appears in Collections:Published Articles, School of Education

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