scholarly journals Assessment Practices in the English and French Component of a Foreign Languages Teacher Education Program

Lenguaje ◽  
2013 ◽  
Vol 41 (2) ◽  
pp. 353-382
Author(s):  
Carmen Cecilia Faustino Ruiz ◽  
Irina Kostina ◽  
Omaira Del Socorro Vergara Luján
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Education Institution ◽  
Foreign Languages ◽  
Assessment Practices ◽  
Public Higher Education ◽  
Self Assessment ◽  
Language Programs ◽  
Teachers And Students

This article reports on part of an evaluative investigation of the academic processes of a Foreign Languages Teacher Education Program. The study focuses on analyzing assessment practices carried out by teachers in English and French courses and the perceptions students and professors have about these practices. Focus groups were implemented for collecting perspectives from teachers and students. Results show that assessment practices are heterogeneous which is due not only to factors identified in literature but also due to important factors depending on particular situations of a public higher education institution in Colombia. Findings are useful for the self-assessment of language programs in order to improve the curriculum.

scholarly journals Assessment of English Learning in a Language Teacher Education Program

2019 ◽  
pp. 193-214
Author(s):  
Leonardo Herrera Mosquera ◽  
Lilian Cecilia Zambrano Castillo
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Assessment Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Course Syllabi ◽  
Teachers And Students ◽  
Qualitative Descriptive

The purpose of this study is to characterize the assessment process in an English Language Teacher Education Program (ELTEP, hereafter) at a Colombian public university. Following a qualitative-descriptive approach, we identified the perceptions of teachers and students facing this process, reviewed some official documents such as course syllabi and test samples, and observed some classes to respond to the main inquiries of the present study. As data collection instruments we used interviews, questionnaires, field diaries, and documentary records, which allowed for the corresponding triangulation of the information. Once the information was collected, we proceeded to its respective analysis through a methodology of descriptive statistics and qualitative analysis with the support of a computer program for the codification and categorization of information. The results of this study allow us to conclude that in spite of the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the teachers of the aforementioned Program, the consolidation of an approach is required. An approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessments.

scholarly journals A Study of the Views of Prospective Teachers about Practicum of Teacher Education Programs

2017 ◽  
pp. 1-12
Author(s):  
Uzma Parveen Et al.,
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Education Institution ◽  
Teacher Education Institution ◽  
Research Findings ◽  
Practicum Experience ◽  
Oriented Activity ◽  
The University

Teacher education is a professionally oriented activity in the sense that the skills, attitudes, and knowledge provided herein, have a direct bearing on the teaching assignment of teachers. The criticism of recent years on existing teacher education program is adequate testimony that we have so far not fully succeeded to bring available research findings to bear upon the education of the teachers. It was a survey type of study which required the collection of data from the prospective teachers, who had gone through the practicum experience. The data comprised of the views of prospective teachers about practicum. A convenient sample of 400 prospective teachers, from the institution of three universities, having practicum experience was selected. It includes 200 prospective teachers of B.Ed. and 200 of M.A Education program with equal numbers from both genders. M.A Education prospective teachers were from AIOU and Punjab University, whereas B.Ed. were from AIOU and the University of Education. The prospective teachers viewed that less cooperation and mutual understanding exist among faculty members and cooperative teachers. The teacher education institution and its faculty should develop a good understanding and proper liaison with the staff of the cooperative schools for proper planning conduct and evaluation activities of practicum programs.

scholarly journals An Evaluative Study of a Distance Teacher Education Program in a University in Ghana

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Kwasi Addo Sampong
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Evaluation Model ◽  
Education Institution ◽  
Performance Data ◽  
Cape Coast ◽  
Teacher Education Institution ◽  
Survey Instruments ◽  
And Performance

The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.

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