Evaluation in in-service education of teachers

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Easily accessible publications which report procedures and results of real evaluation studies of inservice teacher education are lacking. Therefore, this collection of case studies was initiated by the Association for Teacher Education in Europe (ATEE) to provide some practical help for practitioners. The first section of the volume is a general introduction to the case studies by W. Bunder, R. Lauterbach, and P. Nentwig. This section explains the purpose of the study, the structure of the case descriptions, the course descriptions, the evaluation of the courses in terms of decisive fields, and the evaluation of the courses in terms of specific questions. The introductory section also provides a comparative survey of the cases. The six case studies in section 2 are of inservice teacher education courses evaluated in six different countries: Netherlands, Spain, England, Denmark, Austria, and Germany. The case studies all follow the same structure: a brief description of the educational system, a course description, and a two-fold approach to the study of the evaluation, consisting of a description of the evaluation according to the model used for the inservice course itself and answers to a list of questions. Findings indicate that the majority of cases initiate evaluation to improve the present course or a future version of it and that, in most cases, the evaluators are those involved in the inservice. (AMH)