Effective language learning depends on effective instruction. In order to investigate whether or not this is taking place, teachers' classroom pedagogical practices, both in-service and pre-service, are frequently monitored by means of observation and feedback. However, research indicates that although this process has potential value for teacher learning and development, there are also a number of attendant problems and it is therefore important that practitioners share their experience with others in the field in order to expand the existing knowledge base. This volume investigates participant experiences, looking beyond the materials used and examining the way in which language teachers are evaluated and supported throughout their careers. Particular attention is given to the practices and frameworks involved, outlining key approaches and discussing tools for investigation and collaboration. The book highlights the importance of the use of talk to foster reflection and teacher learning, the value of learning from experienced others and the importance of giving voice to all those involved in the process of development and evaluation.
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About the Author
Amanda Howard has worked as an English language teacher, teacher educator, lecturer and coordinator for institutions and universities both in the Middle East and the UK and has extensive experience with both undergraduate and postgraduate students. She researches and writes in the areas of teacher evaluation, observation and feedback in educational settings, language teaching pedagogy and Young Learner education.
Helen Donaghue is a Senior Lecturer in English Language Teaching at Sheffield Hallam University, UK. She has worked in TESOL and teacher education in Hungary, the United Arab Emirates and the UK. Her teaching interests include EAP, teaching L2 reading and language testing and her research interests focus mainly on institutional interaction in educational settings. She is currently researching the co-construction and negotiation of face and identity in post observation feedback meetings.
Table of Contents
Notes on Contributors
Introduction, Helen Donaghue and Amanda Howard
Part 1: Key Approaches
1. Reflective dimensions of CPD: supporting self-evaluation and peer-evaluation, Steve Mann and Steve Walsh
2. Mentoring for teacher evaluation and development, Leonardo A. Mercado and Steve Mann
3. Observing for feedback: a counselling perspective, Mick Randall
Part 2: Tools for Investigation and Collaboration
4. From bit to whole: reframing feedback dialogue through critical incidents, Radhika Iyer-O'Sullivan
5. Artifacts in scaffolding the construction of teaching knowledge, Marion Engin
6 .A system for teacher evaluation, Phil Quirke
Part 3: Focus on Discourse
7. Differences between supervisors' espoused feedback styles and their discourse in post observation meetings, Helen Donaghue
8. Evaluative talk in feedback conferences, Fiona Copland
9. Student teacher placements: a critical commentary, Neil Hunt
Part 4: Participant Responses
10. Evaluating experienced teachers, Mick King
11. Reflective peer observation accounts: what do they reveal?, Wayne Trotman
12. Giving voice to participants in second language education, Amanda Howard