Evaluating Teacher Performance in Language Learning Classes: The Gap between Students and Department Administrators

Autor/inn/en	Wei, Wei; Hui, Sammy King Fai
Titel	Evaluating Teacher Performance in Language Learning Classes: The Gap between Students and Department Administrators
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 4, S.486-500 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wei, Wei) ORCID (Hui, Sammy King Fai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1625763
Schlagwörter	College Faculty; Teacher Evaluation; Teacher Effectiveness; Classroom Communication; Student Evaluation of Teacher Performance; Teaching Methods; Structural Equation Models; Learner Engagement; English (Second Language); Language Teachers; College Students; Second Language Learning; Second Language Instruction; Foreign Countries; Vietnam + Suchen Sie Ihr Suchwort? Fakultät; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Collegestudent; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland
Abstract	Using data from multiple evaluation instruments to evaluate university teachers' teaching quality has been popular in practice; however, the inconsistency of these evaluation results has not received sufficient attention. This study intended to fill the gap by investigating the main reasons for the discrepancy in teaching performance that resulted from student evaluation surveys and classroom observations of two administrators from the English department in one of the largest universities in Vietnam. Student evaluation surveys (n = 604) suggested that teachers performed better in activities that focused on instructional techniques than when promoting classroom interaction and student engagement. Structural equation models further showed that activities that engaged them in learning and promoted classroom interaction had a strong positive effect on their overall satisfaction with their teachers' performances. However, interviews with administrators from the department revealed the conflicting finding that they felt that teachers whose teaching performance was less satisfactory should focus primarily on instructional techniques. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01