Background: Inadequacy of authority-based defensive teaching and summative and product-based evaluation such as certification and observation measures in providing information about the actual teaching teachers do was an inspiration in this study to design an inventory for formative and process-based evaluation of teacher competences. This study aimed at designing an inventory for formative and process-based evaluation of teacher competences. Methods: To this end, teacher competences were theoretically defined and the indicators of competence in practice were derived and operationalized through Competency Framework for Teachers proposed by department of education and training in Australia (2004) by a panel of five EFL (English as a foreign language) teaching experts through focused group discussion. The resulting inventory was 65 items on four teacher competences including critical, clinical, personal and technical competences from three perspectives of student, departmental, learning and growth measured on 5 point likert scale. Results: Testing the inventory with 216 Iranian EFL teachers indicated that there were high Cronbach's alpha reliability indices for the three main perspectives and their dimensions. This implies that the inventory enjoyed appropriate internal consistency. The results of exploratory factors analysis indicated that there was no construct irrelevant factor and all the indicators were loaded in the related teacher competence and perspective dimension. Four separate structural equation models (SEM) were tested in order to probe the trait structure of the inventory. The first three SEM models targeted the three perspectives individually, while the last model explored the structure of the total data. The results indicated that all items had significant contributions to their respective dimensions. Conclusions: The potential application of this inventory in teacher education programs and the factors that limit its applicability were discussed.
The present study investigated the effect of form-focused (FoF) tasks on enhancement of Iranian EFL learners’ coherent writing. In this regard, the researchers compared the effectiveness of dictogloss (DIG) task as an output-based task and consciousness raising (CR) task as an input-based task on teaching writing coherent text. Prior to the experiment, the researchers divided 60 Iranian Intermediate EFL learners based on their scores on the Preliminary English Test (PET) into two groups. Throughout the research a pretest and a posttest which had the same format but different topics were run. The instructional treatment continued for 10 sessions which each session lasted 15 minutes. The required texts which consisted of some cohesive devices were taken from "Elementary Steps to Understanding" book, while the method of teaching, as the name of each group is revealed, was different. After analyzing the gathered data via independent sample t-test, findings revealed that significant, though, the treatment of each group on writing was, there were no significant different between the posttest of these two groups. So there were not any significant difference between the performance of CR group and DIG group on producing cohesive devices in a text.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.