Teacher perceptions of the introduction of student evaluation of teaching in Japanese tertiary education

Peter Burden


In these times of widespread educational change in Japan and uncertain futures for many teachers, the degree of acceptance and perceived validity of student evaluation of teaching (SET) using non-empirical methods is relatively low. Teachers simply do not believe that such evaluations result in improving learning and teaching. Twenty-two English language teaching (ELT) teachers who were working either part-time, under a limited term contract, or had tenure in Japanese universities volunteered to take part in a research project which investigated teachers’ perceptions of how they were affected by SET survey introduction ...

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