EFL Teacher Evaluation: A Theoretical Perspective

Alamoudi, Khadija; Troudi, Salah

doi:10.1007/978-3-319-43234-2_2

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…First, the academic quality assurance in all higher education institutions introduced in the last decade has come to enhance the relationship between teachers and students. The quality assurance standards require teachers to share their general lesson plans (technically known as course syllabus) with students and students to assess their teachers' performance to foster more transparency in teachers' academic and administrative roles (Al-Dahsh, Ezza, & Bidair, 2010;Alamoudi & Troudi, 2017;Ezza & Almudibry, 2018). Second, the integration of information and communication technologies into the Saudi EFL classroom has dramatically changed teachers' educational roles from the sole source of information to a 'facilitator' role (Alamoudi, 2021;Ezza & Bakry, 2014).…”

Section: Discussionmentioning

confidence: 99%

Conceptualizing Teacher Professional Identity in Tertiary Education

Alamoudi

2023

WJEL

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This study attempted to conceptualize Saudi EFL teacher’s professional identity and the vital role it plays in educational process. Mixed methods’ design was used to answer four research questions using a questionnaire comprised of 14 elements in three subsections: the subject matter field (4 statements), the didactical field (6 statements), and the pedagogical field (4 statements) and semi-structured face-to-face interviews. The 491 randomly selected participants who agreed to take part in the study were aware of the constructs underlying the formation of their professional identity but exclusively confined these constructs to their instructional experience. Future researchers should conduct more comprehensive studies to cater for other constructs that underpin EFL teacher’s professional identity in the Saudi context.

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Section: Discussionmentioning

confidence: 99%

Conceptualizing Teacher Professional Identity in Tertiary Education

Alamoudi

2023

WJEL

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“…Competency Framework for Teachers proposed by the Department of Education and Training in Australia (2004) is another project in finding the indicators of competences in performance. It has been claimed that although teacher evaluation has received special attention around the world, teachers have been provided with least support for self-evaluation since educators are unaware of the potential evaluation and support tools (Alamoudi and Troudi 2017). The inefficacy of student evaluation of teachers through questionnaires and alternatives such as one-dimensional classroom observation of teaching practice, teacher interviews and self-assessment and teacher portfolio writing were rather product-based evaluations rather than a process-based one (Imhof and Picard 2009) since it was indicated teachers' focus on immediate performance rather than understanding underlying processes (Mansvelder-Longayroux et al 2007).…”

Section: Teacher Competencesmentioning

confidence: 99%

Designing and validating a potential formative evaluation inventory for teacher competences

Mohamadi

Malekshahi

2018

Lang Test Asia

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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.

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EFL Teacher Evaluation: A Theoretical Perspective

Cited by 2 publications

References 6 publications

Conceptualizing Teacher Professional Identity in Tertiary Education

Conceptualizing Teacher Professional Identity in Tertiary Education

Designing and validating a potential formative evaluation inventory for teacher competences

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