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A Qualitative Investigation of Language Teachers’ Perception toward Observation Criteria in Iran Institutes

Name: A Qualitative Investigation of Language Teachers' Perception toward Observation Criteria in Iran Institutes
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A Qualitative Investigation of Language Teachers’ Perception toward Observation Criteria in Iran Institutes

Abstract

The objectives of this study are twofold: (1) uncovering the local criteria for evaluating language-teaching performance, and (2) unraveling and conceptualizing language teachers’ perception of these criteria.

This study will investigate teachers’ and administrators’ perceptions of the relationship between observations and teacher performance to understand what effect, if any, a system of observations has on teacher performance, and if observations influence a teacher’s pedagogical practice more differently than a traditional evaluation model. Evaluating private institutes teachers has been studied for over one hundred years, yet little evidence exists as to the efficacy of observations on teacher performance.

This qualitative study gathered data from twenty one participants from across two famous private institutions structured interviews and questionnaire, observations of the teachers’ and administrators’ reflective conversations, and responses to a written survey. The results can help supervisors make more informed decisions concerning the evaluation of language teaching performance, and add a series of data-driven, context-sensitive propositions to the knowledge base of language-teacher. Findings, implications for practice, and limitations of the study will be discussed at length in the following parts.

دسته: زبان شناسی, علوم انسانی برچسب: A Qualitative Investigation of Language Teachers' Perception toward Observation Criteria in Iran Institutes

توضیحات

CHAPTER ONE: introduction……………………………………………….. 7

1.1 Introduction……………………………………………………………………………… 8

1.1.2 History of Observation…………………………………………………………… 8

1.1.3 Observations Background………………………………………………………. 9

1.1.4 Classroom observation…………………………………………………………. 11

1.2 Statement of the problem………………………………………………………….. 13

1.3 Significance of the study…………………………………………………………… 15

1.4.Research Questions………………………………………………………………….. 17

1.5 Definition of Key Terms…………………………………………………………… 18

1.6.Limitation of the study…………………………………………………………….. 18

1.7.Delimitation of study………………………………………………………………… 19

CHAPTER TWO: review of literature…………………………….. 20

2.1. Introduction…………………………………………………………………………… 21

2.2Different eras of teaching observation and evaluation…………………… 27

2.2.1Chronological Periods of Teacher Evaluation…………………………… 28

2.2.2Definition of Supervision………………………………………………………. 48

2.2.Models and Theories of Observation ………………………………………… 48

2.2.1 The traditional scientific image………………………………………………. 49

2.2.2 The human relations image of observation………………………………. 49

2.2.3 The Neo-scientific Image of Observation…………………………………. 49

2.2.4 The Human Resources Image of Observation…………………………… 50

2.2.5 Current Models of Teacher Observation…………………………………. 50

2.2.6The work of high-performing nations………………………………………. 53

2.3. Private institutes VS public schools’ observation………………………… 55

2.4. Different ways of observation…………………………………………………… 55

2.4.1.Classroom walkthrough or clinical observation……………………….. 59

2.4.2 Surveillance or Judgmental Observation…………………………………. 61

2.5 Purpose of Observation……………………………………………………………. 64

2.5.1 Formative Observation of Teaching……………………………………….. 65

2.5.2Summative Observation of Teaching……………………………………….. 68

2.6 Coclusion………………………………………………………………………………… 69

CHAPTER THREE: methodology………………………………………… 75

3.1 overview………………………………………………………………………………….. 76

3.2. Context of Study…………………………………………………………………….. 76

3.3. Participants…………………………………………………………………………….. 77

3.4. Instrumentation………………………………………………………………………. 79

3.4.1. Semi-structured interview…………………………………………………….. 79

3.4.2. Observation inventory of the institutes…………………………………. 79

3.4.3. Perception of observation inventory……………………………………… 79

3.6. Data Collection and Analysis……………………………………………………. 81

Chapter Four: data analysis…………………………………………… 83

4.1. overview………………………………………………………………………………… 84

4.2. Restatement and analysis of the first research question………………. 84

4.2.1. Teaching to the observer……………………………………………………… 84

4.2.2. evaluative observation…………………………………………………………. 86

4.3. Restatement and analysis of the second research question…………… 88

4.3.1. Relative effectiveness of observation……………………………………… 88

4.3.2. Pronunciation as the primarily influenced trait……………………….. 90

4.3.3. Time allocation for the tasks………………………………………………… 91

4.4. Restatement and analysis ofthe third research question………………. 92

4.4.1. Imposing institutional policy………………………………………………… 92

4.3. Summary of the findings………………………………………………………… 94

Chapter Five: implication and recommendation…….. 96

5.1. Overview………………………………………………………………………………… 97

5.2. Summary of main findings and concluding remarks…………………. 97

5.3. Implications……………………………………………………………………………. 99

5.4. Suggestions for further study…………………………………………………. 100

References…………………………………………………………………………… 101

Appendix…………………………………………………………………………………. 104

Likert scale questionnaire…………………………………………………………….. 104

A Qualitative Investigation of Language Teachers’ Perception toward Observation Criteria in Iran Institutes

تعداد105 صفحه در فایل word

A Qualitative Investigation of Language Teachers’ Perception toward Observation Criteria in Iran Institutes

Abstract

The objectives of this study are twofold: (1) uncovering the local criteria for evaluating language-teaching performance, and (2) unraveling and conceptualizing language teachers’ perception of these criteria.

table of contents

CHAPTER ONE: introduction……………………………………………….. 7

1.1 Introduction……………………………………………………………………………… 8

1.1.2 History of Observation…………………………………………………………… 8

1.1.3 Observations Background………………………………………………………. 9

1.1.4 Classroom observation…………………………………………………………. 11

1.2 Statement of the problem………………………………………………………….. 13

1.3 Significance of the study…………………………………………………………… 15

1.4.Research Questions………………………………………………………………….. 17

1.5 Definition of Key Terms…………………………………………………………… 18

1.6.Limitation of the study…………………………………………………………….. 18

1.7.Delimitation of study………………………………………………………………… 19

CHAPTER TWO: review of literature…………………………….. 20

2.1. Introduction…………………………………………………………………………… 21

2.2Different eras of teaching observation and evaluation…………………… 27

2.2.1Chronological Periods of Teacher Evaluation…………………………… 28

2.2.2Definition of Supervision………………………………………………………. 48

2.2.Models and Theories of Observation ………………………………………… 48

2.2.1 The traditional scientific image………………………………………………. 49

2.2.2 The human relations image of observation………………………………. 49

2.2.3 The Neo-scientific Image of Observation…………………………………. 49

2.2.4 The Human Resources Image of Observation…………………………… 50

2.2.5 Current Models of Teacher Observation…………………………………. 50

2.2.6The work of high-performing nations………………………………………. 53

2.3. Private institutes VS public schools’ observation………………………… 55

2.4. Different ways of observation…………………………………………………… 55

2.4.1.Classroom walkthrough or clinical observation……………………….. 59

2.4.2 Surveillance or Judgmental Observation…………………………………. 61

2.5 Purpose of Observation……………………………………………………………. 64

2.5.1 Formative Observation of Teaching……………………………………….. 65

2.5.2Summative Observation of Teaching……………………………………….. 68

2.6 Coclusion………………………………………………………………………………… 69

CHAPTER THREE: methodology………………………………………… 75

3.1 overview………………………………………………………………………………….. 76

3.2. Context of Study…………………………………………………………………….. 76

3.3. Participants…………………………………………………………………………….. 77

3.4. Instrumentation………………………………………………………………………. 79

3.4.1. Semi-structured interview…………………………………………………….. 79

3.4.2. Observation inventory of the institutes…………………………………. 79

3.4.3. Perception of observation inventory……………………………………… 79

3.6. Data Collection and Analysis……………………………………………………. 81

Chapter Four: data analysis…………………………………………… 83

4.1. overview………………………………………………………………………………… 84

4.2. Restatement and analysis of the first research question………………. 84

4.2.1. Teaching to the observer……………………………………………………… 84

4.2.2. evaluative observation…………………………………………………………. 86

4.3. Restatement and analysis of the second research question…………… 88

4.3.1. Relative effectiveness of observation……………………………………… 88

4.3.2. Pronunciation as the primarily influenced trait……………………….. 90

4.3.3. Time allocation for the tasks………………………………………………… 91

4.4. Restatement and analysis ofthe third research question………………. 92

4.4.1. Imposing institutional policy………………………………………………… 92

4.3. Summary of the findings………………………………………………………… 94

Chapter Five: implication and recommendation…….. 96

5.1. Overview………………………………………………………………………………… 97

5.2. Summary of main findings and concluding remarks…………………. 97

5.3. Implications……………………………………………………………………………. 99

5.4. Suggestions for further study…………………………………………………. 100

References…………………………………………………………………………… 101

Appendix…………………………………………………………………………………. 104

Likert scale questionnaire…………………………………………………………….. 104

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