Do intentions and perceptions always meet? A case study regarding the use of a teacher appraisal scheme in an English language teaching environment

Download
index.pdf
2000-02-01
Vanci-Osam, U
Aksit, T
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
172
views
0
downloads
This article reports research examining a group of English language teachers' perceptions of the teacher appraisal scheme with a developmental purpose. Specifically, the researchers tried to find out if there is a discrepancy between what the institution intended to achieve and how teachers perceived the scheme before and after their participation in it. The findings of the study, which were obtained by analysing the data collected from the teachers and appraisers in the form of two structured interviews revealed some significant clues for the institutions which are involved in or interested in running teacher appraisal schemes in their workplace.
Teacher appraisal, Teacher development, English language teaching
https://hdl.handle.net/11511/64785
TEACHING AND TEACHER EDUCATION
Department of Foreign Language Education, Article

Suggestions

Standardized testing for transition to high schools: teachers ́ perceptions of how national tests influence teaching and learning in middle schools english classes
Ekiz, Hatice; Yıldırım, Ali.; Department of Curriculum and Instruction (2019)
The purpose of this research study is to identify the impact of national tests on teaching and learning in middle school English classes through teachers’ perceptions. Through a phenomenological design, semi-structured interviews were used to gather data with 24 in-service teachers working in public and private middle schools in Denizli. The data were analysed through the emerging themes and codes within the scope of research questions. Similarities and differences between public and private middle schools ...
Professional development and competence profiles of English language teacher educators in Turkey
Ataş, Ufuk; Daloğlu, Ayşegül; Department of English Language Teaching (2018)
This study aims to investigate the definition, competence, and professional development profiles of English language teacher educators in Turkey. With this general aim, this study looks into three components; definitions, competences, and professional development of teacher educators. It specifically focuses on how the profession of teacher educator is defined, what professional characteristics and personality traits teacher educators need to have, and what roles and responsibilities university-based teache...
An Investigation into professional identities of english language teacher trainers and their post-teacher training experiences
Gümüşok, Fatma; Seferoğlu, Gölge.; Department of English Language Teaching (2020)
This qualitative case study aims to investigate the professional identities of English language teacher trainers in Turkish in-service education context. The study mainly describes a group of teacher trainers’ identity development in the lenses of motivation and aspiration, job description, knowledge and expertise, personal approaches, and professional affinity for offering in-service teacher training in the field of ELT. In relation to identity development, another aim of this study is to scrutinize teache...
Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship
Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01)
This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...
Investigating the in-service teacher training and professional development needs of instructors in higher education English language schools
Turan, Sema; Savaş, Perihan; Department of English Language Teaching (2022-9)
This study aimed to investigate the professional development needs of in-service English language instructors working at higher education English Language schools. The participants of the study were English Language instructors working at the pre-tertiary English Language preparatory schools of 17 universities in Ankara, Turkey. The main research foci of the study are analyzing the professional development needs of English language instructors and identifying the main components of a framework for the in-se...
Citation Formats
U. Vanci-Osam and T. Aksit, “Do intentions and perceptions always meet? A case study regarding the use of a teacher appraisal scheme in an English language teaching environment,” TEACHING AND TEACHER EDUCATION, pp. 255–267, 2000, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/64785.
METU IIS - Integrated Information Service open@metu.edu.tr