Assessing and Evaluating English Language Teacher Education Assessing and Evaluating English Language Teacher Education, Teaching and Learning Selected papers from the Second International Conference of English Language Teacher (original) (raw)
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Assessing and Evaluating English Language Teacher Education, Teaching and Learning
Readers who are in any way concerned with the observation, supervision and assessment of teachers and teaching will recognise that these processes involve a complex web of issues and dilemmas for both observers and observees. This paper looks at some of these issues, largely from an observer/supervisor/assessor perspective, under four main headings and also includes some recommendations for improvements in our practices in this important area of our profession. A fair amount has been written on supervision cycles (Gaies and Bowers 1990, Randall with Thornton 2001), and on models of the supervision process (Freeman 1982, Gebhard 1990, stressing the need to differentiate between degrees of directiveness in feedback, but there is relatively little on attitudes, affect and on the psychological factors at play in the observation encounter. This article sets out to redress that balance.
Dictating or Facilitating: The Supervisory Process for Language Teachers
Australian Journal of Teacher Education, 2012
This study is an attempt to explore the supervisory process from the standpoint of supervised English language teachers. The research, which has been going on for three years, aims to weigh the results in terms of teachers who were exposed to the supervision. More specifically, the research answers whether teachers are really helped in improving their teaching and finding solutions to their work related problems as part of in-service training. In support of diary reports taken from teachers, the questionnaire which involved 72 items about the supervisory process reveal that supervision appears to fail to live up to EFL teachers' expectations within the current practice. From most of the surveyed EFL teachers' points of view the current supervision is not of pedagogical or professional value and does not have a positive impact on teacher performance.
Teacher Language Awareness in Supervisory Feedback Cycles
This study investigates pre-and post-observation feedback provided to TESOL teacher candidates who are preparing to work in content-based instruction/content and language integrated learning contexts, extending the conceptualization of teacher language awareness (TLA) to candidate supervision. It examines the extent to which TLA is manifested by supervisors and teacher candidates within supervision cycles, and explores how supervisors' focus on language may influence the pedagogical decisions of the teacher candidates. The results suggest that supervisors with high TLA provide feedback to candidates' lessons differently to supervisors with lower language awareness. These findings have implications for the role supervisors play in TEFL/TESOL practica.
Perceptions of English Teachers on the Effectiveness of Supervisory Process in an EFL context
The aim of this study is to discover through qualitative and quantitative analysis of collected data to evaluate the effectiveness of supervisory process in EFL context and its role in their classroom decision making. The researchers also conducted classroom observations on teaching grammar and written corrective feedback. Teachers' practices and attitudes were observed regarding feedback and error correction and practices used in teaching grammar. To this end, Twenty-four instructors comprising of 14 males and 10 females participated with less than four to more than ten years of teaching experience. A structured questionnaire consisting of 35 items served as the instrument in the present study to obtain information about the effect of supervision process on EFL teachers teaching practices and their views about the role of supervision on their growth. The questionnaire is adapted and modified version of Kayaoglu (2006). The collected data were analyzed through descriptive statistics and ANOVA. In addition, classroom observations were done to find how supervision effect on teachers' decision-making. The descriptive statistics showed that the majority of teachers were satisfied with the current supervision and they mentioned that the current observation increases professional growth and development. ANOVA result indicated that there is significant difference between teachers' perception and teaching experiences. Based on observation, less experienced teacher was more interested in change the teaching method regarding the feedback they were provided with.
Teacher Evaluation in Second Language Education
System, 2015
Although a great deal of evaluation is being carried out in contemporary accountability-based schools, not much has been written about it from the perspective of the participant experiences. Therefore, Amanda Howard and Helen Donaghue's edited collection, addressing language teacher observation and feedback, may be expected to provide a significant contribution to the field of language teacher education. The book has four parts, each divided into three chapters, focusing on key evaluation approaches (Chapters 1e3), tools for investigation and collaboration (chapters 4e6), discourse (Chapters 7e9) and participant responses (Chapters 10e12). The book opens with a very-well written introduction in which the authors explain the basic aspects related to observation and feedback, and briefly describe the contents of the successive parts. In Chapter 1, Steve Mann and Steve Walsh call for a classroom evidence-based approach in continuing professional development (CPD), opting for teachers' oral and collaborative reflection, rather than the popular individual writing reflections. A very transparent list of reflective instruments is offered and two examples of using reflective tools (extracts 1 and 2) are presented. The authors are right about their focus upon classroom extracts-based oral and collaborative reflection which can encourage teachers-to-be to reflect and self-evaluate, and then transfer these practices to their professional work. The materials for reflection, such as transcripts or stimulated recalls are relatively simple to obtain, definitely authentic, rich in examples of classroom events and useful for generating solutions to the problems identified. Therefore, the idea of spoken and collaborative forms of reflection on the basis of authentic data extracts is worth implementing in teachers' CPD. Leonardo Mercado and Steve Mann (Chapter 2) present an overview of a systematic approach to mentoring used in Peru for orienting novice English teachers to their future roles. The authors rightly assume that mentoring is very complex. This is probably why their description contains six, sometimes page-long tables, and two figures which can inspire the readers to try out the suggested mentoring solutions. Yet, readers may easily lose their way in the chapter owing to the many strands that are raised. If, however, the scheme is not treated like a bird's eye view on mentoring in one Lima's Institute but the fragments of the scheme (pre-service seminars, guiding questions, collaborative action planning, the role of supervisors) are treated as separate wholes, even those who may find it slightly difficult to grasp can benefit from the Peruvian proposal. Chapter 3 by Mick Randall explores observation within a teacher training context. I read this chapter with pleasure as observation is the principal form of teacher appraisal and looking at it from many angles seems vital. The author provides a sound theoretical background, referring to research and managerial legacies, considering observation against teacher learning, and presenting the observation perspectives: Behavioural, Cognitive/Behavioural and Humanistic/Person Centred. I completely agree with the author about offering feedback to teachers from a counselling perspective if observation is to help them develop professionally, rather than assess them through checklist tick-off points. I am glad that this point is raised as there are too many "behaviouristic" observers around, dedicated to recording observation data but leaving the understanding of the observed context behind. Being an observer who prefers, like Randall, a blank sheet of paper than an elaborate observation instrument, I find the contents discussed here close to my own observation stances. The preponderance of old references slightly decreases the value of the contribution. Radhika Iyer-O'Sullivan (Chapter 4) considers mentee observation feedback through the lenses of critical incidents. The author deconstructs the validity of asking typical pre-and-post-observation questions chronologically referring to the lesson, and juxtaposes them against two critical incidents. She argues that discussing critical events can better allow for the development of teachers' reflection, make them focus on actual teaching experiences and acknowledge their affective domains. Questions like "Which part of your lesson would you like to talk about?" rather than "What do you think went well/not so well?" may then prevent the mentees from overemphasizing the negative elements of the lesson at the start of postobservation feedback dialogue so as to avoid further criticism from the mentor. The author rightly notes that the term "critical events" is unfortunate due to its negative connotations with the word "criticize", and recalls such terminological recommendations as "teaching highs and teaching lows" or "magic moments". I would suggest that calling them "memorable episodes" might take off the pejorative connotation of "critical", would be shorter and less one-sided than "teaching highs and
TESL-EJ, 2024
This meta-synthesis reviewed and synthesized the findings of 53 studies on supervisory postconferences and feedback with a total of 807 participants published between 2004-2023. The aim of this meta-synthesis was to illustrate the trends in the reviewed studies and synthesize the results of the studies on supervisory discourse and models of supervision in the field of English language teaching. The criteria for eligibility for selection were being empirical, peerreviewed, and published in English. Articles were scanned through the Web of Science, ERIC, SCOPUS, and Google Scholar till July, 2023. The studies lacking a report of detailed and clearcut data collection and analysis phases were removed in the appraisal phase to avoid a risk of bias. The results indicated that supervisors implemented directive supervisory styles as well as collaborative approaches exploiting power dynamics such as expert power. The findings also showed that the use of conversational techniques such as mediation, mitigators, and elicitation in supervisory talk play a central role in supervising English language teachers. The results suggested that supervised teachers demonstrated confronting, autonomous, and fluid identities when faced with a directive style of supervision. The limitations of evidence for this study related the search strategy, participants and variations in educational settings.
This study is an attempt to explore the supervisory process from the standpoint of supervised English language teachers. The research, which has been going on for three years, aims to weigh the results in terms of teachers who were exposed to the supervision. More specifically, the research answers whether teachers are really helped in improving their teaching and finding solutions to their work related problems as part of in-service training. In support of diary reports taken from teachers, the questionnaire which involved 72 items about the supervisory process reveal that supervision appears to fail to live up to EFL teachers’ expectations within the current practice. From most of the surveyed EFL teachers’ points of view the current supervision is not of pedagogical or professional value and does not have a positive impact on teacher performance.
A Critical Review of EFL Teacher Supervision Models
International Journal of Teacher Education and Professional Development, 2019
Teacher supervision plays a significant role in teacher education in general and in professional development in particular. Whilst supervision occurs at several levels and in different contexts, it plays a particularly important role in pre-service teacher training. Nonetheless, it still retains an important place in in-service teacher education. This article critically reviews the main supervisory models and approaches with particular respect to language teacher education. For many English as a foreign language (EFL) teachers, the notion of supervision can be a source of concern; therefore, this paper attempts to shed light on the various approaches and theories that have shaped the field of teacher supervision in general education and in EFL in particular. Finally, the article offers additional insights to practitioners into a different perspective on supervision from a post-method outlook with the idea of epistemology of practice as a central notion.
Supervision and Appraisal of Foreign Language Teachers’ Performance
Procedia - Social and Behavioral Sciences, 2015
Teaching is not only a systemic and learning-oriented action but also the core of teachers' professional assessment. Thus, the problem statement of our study was to analyse the relations Foreign Language Teachers established between teaching, supervision and appraisal of professional performance through classroom observation. Through qualitative research, the prevailing supervisive perspective of teaching Foreign Languages, based on continuing professional development, reflective practices and peer relationship, proved the importance of both innovative teaching practices and a continuing assessment of performance over the two legally-imposed formal moments of classroom observation per evaluation cycle, at the time this research was conducted.
International Education Studies
This study examines the usefulness of an alternative supervision model for a group of in-service English Language Teachers (ELT) at the Postgraduate Diploma in Education (PGDE) programme at Bahrain Teachers College (BTC), University of Bahrain in developing those teachers’ teaching practices during their teaching practicum. A two-cycle approach was implemented, providing two different types of written feedback, written comments and structured written reports during the supervision process. Using interviews and questionnaires, teacher candidates found written feedback very effective in assisting them develop specific teaching skills, namely reflection, rethinking evaluation, surrendering certainty, and acknowledging continual professional development. The study findings also revealed one major implication that is the influence of written feedback in reinforcing a participatory supervision between the university supervisor and teacher trainee in fostering relations of trust and confid...