Performance Assessment in Teacher Education Programs

2021 ◽  
pp. 258-273
Author(s):  
Christina Nicole Giannikas
Keyword(s):  
Teacher Training ◽  
Performance Assessment ◽  
Student Teachers ◽  
English Language ◽  
Data Gathering ◽  
Assessment Process ◽  
Sequential Data ◽  
The Republic ◽  
Republic Of Cyprus ◽  
Pre Service Teacher

Performance assessment has emerged as a useful measure of teacher performance and is a valuable form of assessment. The chapter elaborates on the benefits of performance assessment in pre-service teacher training and will present findings of a study which focuses on two English Language Didactics courses of a Higher Education pre-service teacher training program for potential secondary state school ELT teachers of the Republic of Cyprus. The aim of the research was to investigate the trainees' progress, potential teaching ability, and confidence via the means of their assessment. The study conducted supported a mixed method approach, where there was sequential data gathering. The initial phase involved direct observations of student teachers' performance in combination with an evaluation of the lesson plans they would follow. This process informed the second type of data collection, which was conducted via evaluation forms, where student teachers were given the opportunity to evaluate and reflect upon the assessment process.

Assessed by Anonymous

2021 ◽  
pp. 132-151
Author(s):  
Thomas Huston
Keyword(s):  
Data Analysis ◽  
Teacher Training ◽  
Performance Assessment ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teacher Performance ◽  
Performance Assessments ◽  
Teacher Performance Assessment ◽  
Scholarly Discourse ◽  
Thematic Data

This study sought to contribute to the scholarly discourse of understanding how pre-service student teachers experienced evaluation via teacher performance assessments (TPAs). More specifically, this study sought to explore the experiences that pre-service teachers underwent to complete the Educative Teacher Performance Assessment (edTPA). Through extensive interviews and thematic data analysis, this research discerned what the informants' experiences were. Although informants experienced many benefits while completing their portfolios, three primary areas of struggle emerged from the data. First, informants struggled with interpreting and navigating the edTPA assessment handbook. Second, informants had problems adapting edTPA requirements to their teaching. Third, informants experienced problems with their concept of audience. As a result, the findings reported in this study have numerous implications that would prove beneficial to teacher educators, institutions of teacher training, policymakers, designers of assessments, and future and current educators.

scholarly journals Doing It by the Book: Training Student Teachers at the Faculty of Letters, the University of Porto (FLUP) to Evaluate English Language Teaching (ELT) Materials

e-TEALS ◽  
2015 ◽  
Vol 6 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Nic Hurst
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
English Language ◽  
Language Teaching ◽  
Bologna Process ◽  
English Language Teaching ◽  
Training Courses ◽  
The University ◽  
The Bologna Process ◽  
Pre Service Teacher

Abstract Understanding what the use of a coursebook implies is at the heart of any consideration of how ELT instruction in Portugal operates and, as such, should also be central to any pre-service teacher education. Since the curricular reorganization prompted by the ‘Bologna Process’, the Faculty of Letters, the University of Porto (FLUP) has included within its ‘Masters in English and other Foreign Language Teaching’ course (Mestrado em Ensino de Inglês e de Alemão / Francês / Espanhol no 3.º ciclo do Ensino Básico e no Ensino Secundário) an optional, one semester subject called the “Production of Didactic Materials”. This talk will demonstrate and discuss how, in this case, training student teachers to develop a criteria based framework for evaluating FL teaching materials, and applying that same framework, can be considered a way of re-focusing the traditionally, largely theoretical, lecture-based training courses typical of the Portuguese paradigm.

Translating into a new LSP

Target ◽  
2008 ◽  
Vol 20 (1) ◽  
pp. 103-114 ◽  
Author(s):  
Stefanos Vlachopoulos
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Common Law ◽  
Historical Background ◽  
Actual Process ◽  
The People ◽  
The Common ◽  
The Law ◽  
The Republic ◽  
Republic Of Cyprus

This paper deals with the translation of the English-language Common Law legislation of the Republic of Cyprus into Greek. The legislation introduced to Cyprus in 1935 was common law codified by the British for use in the colonies. The aim of the paper is threefold: (a) to research the historical background and highlight the communicative implications for a community where the language of the law is not the mother tongue of the people, (b) to reconstruct the methods the translators applied when they translated the Law of Civil Wrongs from English into Greek within the common law framework of the Republic of Cyprus, and (c) to establish how the actual process of translation affected the target LSP.

scholarly journals Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Lawrence Jun Zhang ◽  
Donglan Zhang
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Student Teachers ◽  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
Theory And Practice ◽  
Interaction Patterns ◽  
Constructing Knowledge ◽  
Pre Service Teacher

AbstractBeginning teachers are frequently heard making observations that the knowledge and skills they have acquired on the training programmes do not come handy when they want to apply them in their real-work situations. They have also reported lacking the ability to integrate theory and practice in reality. Henceforth, teacher-educators are faced with challenges of how to proportionally balance the two strands of pivotal knowledge that are necessarily connected with teacher-education curricula in pre-service teacher preparation. One of the approaches to examining the issue is to investigate student teachers’ dialogues for knowledge-construction to uncover the interaction patterns and strategies they use in negotiating lesson objectives and processes. Against such a background, this paper reports on a study of 24 student teachers receiving training in English language teaching on the Postgraduate Diploma in Education programme at a teacher education institution in Singapore. It was intended to find out the negotiation processes in relation to lesson-planning objectives and how student teachers positioned themselves and others in the processes in the pre-service teacher-education classroom. Results show that student teachers were more concerned about surviving the first lesson than about promoting pupil learning in constructing knowledge about language teaching. The stronger peers’ dominance in the discussion process was taken for granted, suggesting that learning took place in a mutually beneficial and constructive manner and that student teachers’ willingness to cooperate and readiness to express themselves were indicative of their intention to maintain group cohesion and dynamics. These, in turn, are necessary prerequisites for student teachers to become collaborative and reflective practitioners.

scholarly journals Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Mark Bedoya Ulla
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Private University ◽  
The Philippines ◽  
Teaching Resources ◽  
Teacher Training Programs ◽  
Pre Service Teacher

Pre-service teacher training is one of the most important aspects of every teacher’s education curriculum as it prepares student-teachers to become qualified teachers in the future. This paper explored the pre-service teacher training programs in the Philippines through the practicum experience of the 21 junior and senior BSEd and BA English student-teachers from a private university in Mindanao, Philippines. Data were taken from classroom observations, group interview, and modified questionnaire. The findings revealed that there was a different standard policy of pre-service teacher training programs for BSEd and BA English. While BSEd-English concentrated on developing professional teachers for secondary schools, BA-English focused on developing not just teachers but professionals with exceptional communication skills. The student-teachers also reported some challenges in practicum teaching; classroom management, teaching confidence, and lack of teaching resources. Some solutions to overcome the challenges were suggested.

scholarly journals Dialogic Discussion as a Platform for Constructing Knowledge: Student-teachers’ Interaction Patterns and Strategies in Learning to Teach English

2020 ◽  
Author(s):  
Lawrence Zhang ◽  
Donglan Zhang
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Student Teachers ◽  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
Theory And Practice ◽  
Interaction Patterns ◽  
Constructing Knowledge ◽  
Pre Service Teacher

Abstract Beginning teachers are frequently heard making observations that the knowledge and skills they have acquired on the training programmes do not come handy when they want to apply them in their real-work situations. They have also reported lacking the ability to integrate theory and practice in reality. Henceforth, teacher-educators are faced with challenges of how to balance proportionally the two strands of pivotal knowledge that are necessarily connected with teacher-education curricula in pre-service teacher preparation. One of the approaches to examining the issue is to investigate student teachers’ dialogues for knowledge-construction to uncover the interaction patterns and strategies they use in negotiating lesson objectives. Against such a background, this paper reports on a study of 24 student teachers receiving training in English language teaching on the Postgraduate Diploma in Education programme at a teacher education institute in Singapore. It was intended to find out the negotiation processes in relation to lesson-planning objectives and how student teachers positioned themselves and others in the processes in the pre-service teacher-education classroom. Results show that student teachers were more concerned about surviving the first lesson than about promoting pupil learning in constructing knowledge about language teaching. The stronger peers’ dominance in the discussion process was taken for granted, suggesting that learning took place in a mutually beneficial and constructive manner and that student teachers’ willingness to cooperate and readiness to express themselves were indicative of their intention to maintain group cohesion and dynamics. These, in turn, are necessary prerequisites for student teachers to become collaborative and reflective practitioners.

scholarly journals The perception of readiness for teaching profession: a case of pre-service trainees

2015 ◽  
Vol 3 (1) ◽  
pp. 32-42 ◽  
Author(s):  
Zuzana Straková
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Good Teaching ◽  
English Language Teachers ◽  
Pre Service Teacher

Abstract Pre-service teacher training offers various opportunities for trainees to become aware of and understand the qualities of good teaching. Towards the end of their training they should be able to identify clearly the criteria for measuring their readiness for teaching profession as well as identify their own strong and weak areas. The author of this article presents the results of the study where the aim was to focus on the trainees′ perception of themselves as English language teachers based on the criteria of the EPOSTL at the end of their training when trainees receive their diploma for teaching the English language.

scholarly journals Intercultural exchanges among pre-service teachers in Israel and Sweden as a path of introduction into the epistemology and practice of teaching

2021 ◽  
pp. 18-22
Author(s):  
Christopher Allen ◽  
Stella Hadjistassou ◽  
David Richardson ◽  
Tina Waldman
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
English Language ◽  
Student Mobility ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Experienced Teacher ◽  
Spoken English ◽  
Efl Teacher ◽  
Intercultural Exchange

This paper presents the outcomes of a short intercultural exchange project involving pre-service English as a Foreign Language (EFL) teacher training establishments in Sweden and Israel. The project comprised three online meetings recorded in Zoom in which student teachers gave feedback on each other’s project assignments involving lesson planning and the use of spoken English in the classroom. The sessions were moderated by a highly experienced teacher trainer with contributions from other teacher trainers in the institutions involved. With restrictions imposed on physical meetings and student mobility by the Covid-19 pandemic, the exchange helped to shed light on a number of perennial issues in English language teaching methodology and offers a feasible model for future sustainable virtual exchanges in EFL teacher training.

Sign in / Sign up

Export Citation Format

Share Document