ABSTRACT
The study relates to several questions concerning teacher thinking in the process of selfevaluation. Teachers’ goals and criteria for self-evaluation, their perceptions of the evaluation process, their main concerns and personal styles of thinking about this issue are investigated. Findings are based on questionnaires responded to by two groups of ninety teachers and in-depth interviews with nine teachers. Teachers’ goals of selfevaluation cover a wide range of topics including students’ needs and teachers’ needsprofessional and personal. A progressive view of education was found to underlie these needs. All traditional means of self-evaluation were perceived to be used much more than desired, probably because they are relatively more observable and operational. As far as the style of self-evaluation is concerned, several categories emerged: Professionalism; cognitive/affective orientation; structure; externality/internality; criticism; self vs. other emphasis; negative/positive image; difficulties. Findings may serve as a basis for reconsidering teacher education and staff development toward a higher degree of professionalism.
