fTHE USE OF THE VIDEOTAPE RECORDER IN TEACHER SELF-EVALUATION

This document contains five chapters. The first chapter is entitled ',The Need for Self-Evaluation. It explains why teacher self-evaluation is necessary and outlines the basic assumptions underlying teacher self-appraisal. Chapter two looks at the value of videotape recorders in providing an objective, neutral record of teaching. Chapter three examines the use of codes--systeas used to view classroom behavior from different points of view. This chapter also describes the Roberson Self-Appraisal System. Chapter four describes three programs using videotape. The first is a video inservice program; the second, interaction analysis adapted to videotape; and the third, student teacher self-evaluation. Chapter five presents the summary and conclusions. It stresses the need for a nonthreatening situation for self-evaluation (which 7ideotaping can provide), and a desire on the part of the teacher foc improvement