Teacher Evaluation in Second Language Education

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.

Amanda Howard PhD is a lecturer and the TESOL Coordinator at the postgraduate British University in Dubai, with over 20 years' experience as a teacher, teacher trainer, and lecturer in the Middle East and the UK. She has published and presented consistently during that time, and has considerable conference experience.

Helen Donaghue has been an EFL teacher and teacher trainer for over 20 years, and is involved in teacher training, support and professional development as well as curriculum and assessment alignment and instruction through iPads. She has published two resource books for Oxford University Press and articles in peer-reviewed journals.

Notes on Contributors
Transcription Conventions
Acknowledgements
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
Index