GUIDANCE FOR PERFORMING TEACHER SELF-EVALUATION IN ORDER TO ENHANCE THE QUALITY OF TEACHING AT HIGHER EDUCATION INSTITUTIONS IN THE ASIA-PACIFIC REGIONS

Abstract

Adaptation to globalization and diversification in Higher Education opens new horizons and leads to re-engineering of the existing higher education (both teaching and learning) in order to cope with the expanding scope and differences. Consequently, Higher Educational Institutes (HEIs) will need to adopt new theories and practices to dissolve the boundaries of quality in HE. The Internal Quality Assurance subdivitions of HEIs play an important role in these processes and will need to focus on and guide the ‗enhancement‘ of teaching and learning quality. This enhancement could be achieved by a variety of ways with the aim to develop quality in teachers. This is bound to result in the quality of the teaching process. When developing the quality in teachers‘, it is vitally important to have positive perceptions towards the changing needs. Thus, the Teacher Self Evaluation method (TSE) directly helps individuals improve their perceptions in the positive way and thereby achieve most of the characteristics of a quality teacher. Therefore the guidelines of good practices applicable to IQA units/evaluators for effective teacher evaluations/assessments ,the characteristics of a quality teacher, the enhancement of the teaching quality at HEIs in the AsiaPacific regions as well as the issues which disrupt the TSE have become vitally important for the teaching practice.