Defending the Rationality of Faculty Evaluation in Higher Education

CHEN Han

doi:10.13718/j.cnki.jsjy.2018.05.009

Journal of Teacher Education

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2018 Volume 5 Issue 5

Article Contents

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CHEN Han. Defending the Rationality of Faculty Evaluation in Higher Education[J]. Journal of Teacher Education, 2018, 5(5): 59-64. doi: 10.13718/j.cnki.jsjy.2018.05.009

Citation:

CHEN Han. Defending the Rationality of Faculty Evaluation in Higher Education[J]. Journal of Teacher Education, 2018, 5(5): 59-64. doi: 10.13718/j.cnki.jsjy.2018.05.009

Defending the Rationality of Faculty Evaluation in Higher Education

CHEN Han

College of Education, Central China Normal University, Wuhan 430079, China

More Information

Received Date: 02/03/2018

Abstract

The query of the rationality of faculty evaluation comes from the query of evaluation itself and the criticism of the effectiveness of faculty evaluation activities. Based on the analysis of the rationality of evaluation itself, we believe that faculty evaluation is not a challenge to academic freedom. Although there are many unreasonable things in the process of faculty evaluation practice, they can not deny the value and significance of faculty evaluation. Faculty evaluation is the requirement for the faculty development and the reality of higher education in China.
- faculty evaluation,
- rationality,
- faculty development,
- higher education

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