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Article
Article
Author
: Matthew Peacock
Publisher
: http://sagepublications.com
Source
The researchs main purpose was to design a new procedure for the
evaluation
programme
of
EFL
teacher-training
evaluation
and
programmes
based
foreign-language-teacher
on
(FLT)
principles
of
education.
It
evaluates the strengths and weaknesses of the programme and how far the
programme meets the needs of students.
Regular internal evaluation is important in order to assure the content and
procedures of FLT evaluation programmes meet the need of the field in teacher
education. There must be a balance between received and experiential
knowledge. Need of a teacher in the aspects if linguistic competence so that
teachers can adapt the knowledge to meet the difference of students need in
teaching. Reflection is another emphasis in the evaluation of a programme.
Teachers should be able to reflect and self-evaluation continuously in the learning
of learning to teach and to promote future reflective practice. Readiness of a
teacher should be included in a programme as it is essential to expand views of
the knowledge-base of foreign-language teachers to include the knowledge of
the social context of learning which refers to a dynamic social activity.
Robinsons definition of programme evaluation is adopted by the writer as
the aims of evaluation are to provide information on the value of a programme,
measure whether they meet the objectives and provide feedback to the course
providers for further improvements.
A new evaluation procedure is created to increase the accountability of the
programme to the stakeholders and to contribute to programme improvement.
Thus, the professionalization of English-language teaching can be emphasized.
The objectives of the research are:
a. Design a procedure for evaluating FLT training programmes
Student interviews
Student questionnaires
Teacher interviews
Student essays
Evaluation of course materials
Alumni questionnaires
teacher gave comments on the weaknesses. There are too little practice
teaching and more linguistics knowledge and language awareness is needed.
Student essays analysis showed that there is a poor balance among the
subject matter competence, skills and programme awareness. It shows that
there is no balance between teacher-centred and student-centred training. There
is inter-rater reliability in the evaluation of course materials and unsuccessful in
collecting data of alumni questionnaires as the return rate was very low.
Therefore, the instrument was not valid and reliable for this research as there
was only 20% return rate.
The research is not considered as a good programme evaluation as there
are weaknesses identified in the research, especially student questionnaire and
alumni questionnaire. The research could not be generalised as the competency
of student was not fully fulfilled in the questionnaire. Then, there were
constrained students in collecting data in the student essays. Besides, due to
changing address and lack of interest, alumni questionnaire was failed.
Lastly, for future research, the researcher recommended having more
students in collecting questionnaires and there should be similar questionnaires
to teachers and students and teacher results are to be compared. From the
interview, more teachers should be involved in the interview. Content and
process of lessons need to be focused in conducting the lesson observations.
More data from alumni are to be collected, for example, by school visits,
extensive interviews, essays and a better questionnaire.