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

Peter Burden

Abstract:

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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