|Title: A CONCEPTUAL FRAMEWORK: TEACHER STUDY|
This research aims at understanding the secondary school teachers while the teacher development is encouraged in Mongolia. In the survey, the convenient sampling was adopted and covered 82 teachers. The SCAT method was used for analysis of an open-ended question. This research found that, among others, years of service (in the same school) is the major indicator of the teacher development, and the teacher evaluation fails to capture the academic misconduct of teachers, as the teacher misconduct is hidden under the word of ‘teacher development’. More importantly, our research suggests that in order to improve teacher development it is essential to conduct teacher evaluation in line with the conceptual framework of the teacher study.
|Keywords: Teacher development, teacher misconduct, teacher study, teacher evaluation, secondary school, Mongolia.|