Abstract:
In this minithesis the author attempts to explain what could be meant an objective and democratic teacher evaluation system. The central question which he addresses is whether the current South African teacher evaluation system could lay claim to the kind of objectivity and democracy developed in the minithesis. Holds that the current rating scale is problematic, in particular the problematic use of concepts such as "efficiency", "proven achievements , standards , potential , "value" and "professionalism by the Department of Education - the education body that determines the national education policy. Then shows the unacceptability of the concept objectivity in terms of neutrality. This, however, does not necessarily force us into a position of relativism. Intersubjectivity links up with community and democracy. Argues that in different communities we can have different forms of democracy. The teacher evaluation community, Gemeinschaft, therefore has a particular form of democracy in which concepts like freedom, accountability, power, authority and participation play an important role. Given the South African context with its lack of Gemeinschaft due to the apartheid system, the author argues that the current rating scale is not objective and democratic and, furthermore, that it would be difficult for any evaluation system at this stage to be objective and democratic in the current South African education set up.
