Measures and Features of Teacher Effectiveness Evaluation: Perspectives from Iranian EFL Lecturers

Autor/inn/en	Mazandarani, Omid; Troudi, Salah
Titel	Measures and Features of Teacher Effectiveness Evaluation: Perspectives from Iranian EFL Lecturers
Quelle	In: Educational Research for Policy and Practice, 21 (2022) 1, S.19-42 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-021-09290-0
Schlagwörter	Foreign Countries; College Faculty; Teacher Effectiveness; Teacher Evaluation; Language Teachers; English (Second Language); Second Language Instruction; Teacher Attitudes; Student Evaluation of Teacher Performance; Peer Evaluation; Academic Achievement; Observation; Evaluation Methods; Iran + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehrerverhalten; Schulleistung; Beobachtung
Abstract	Reporting on the results of a sequential mixed-methods study conducted in the Iranian higher education context, this paper addressed measures and features of teacher effectiveness evaluation from EFL lecturers' perspectives. In so doing, two groups of lecturers were recruited to participate in quantitative (n = 43) and qualitative (n = 14) phases of the research. The findings obtained from a researcher-developed questionnaire and semi-structured interviews were threefold. First, five independent evaluation measures (SETs/students' ratings, student learning outcomes, peer evaluation, self-evaluation, and observation) were introduced. Second, features of a successful teacher evaluation system were discussed. Third, evidence for a differentiated teacher appraisal model was presented. The model discussed called for L2-specific features in L2 teacher effectiveness evaluation. The findings were imbued with several implications for the main stakeholders, e.g. administrators and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01