Search results for: Karaman A. Cendel

This study explores the characteristics of the teacher evaluation model in Finland. Highlighting the unique qualities of the Finnish case, the authors also compare these teacher evaluation practices with the increasingly applied value-added model (VAM) for teacher evaluation across the globe. Their analysis revealed that the Finnish Model prioritises teacher empowerment and professional development by carrying out bottom-up evaluation practices. With a clear focus on teacher empowerment and professional development, this framework substantially differs from accountability measures such as VAM, which emphasize rigid data collection procedures and the use of standardized test scores to hold teachers accountable based on their students’ academic performance. This study also revealed that professional development endeavours of teachers are highlighted as the key elements in Finnish teacher evaluation.