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EFL teachers’ recruitment and dynamic assessment in private language institutes of Iran | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 2، دوره 3، شماره 8، اسفند 2011، صفحه 29-51 اصل مقاله (318.21 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Ramin Akbari* 1؛ Elham Yazdanmehr2 | ||
| 1Assistant professor of TEFL , Tarbiat Modares university | ||
| 2phd candidate of TEFL , Tarbiat Modares university | ||
| چکیده | ||
| The critical role and effect of teacher assessment in ELT has been ratified by researchers among whom are Darling-Hammond (2000); Knox (2002); Bailey (2006); Davison & Cummins (2007); and Blum (2009).Taking this issue into account, this exploratory study seeks to investigate the underlying criteria of both recruiting and assessing in-service EFL teachers in private language institutes of Iran. To this aim, five of the most well-known and expanded language institutes in this country were selected. Their procedures for employing teacher applicants and later on assessing their in-service performance have been obtained, analyzed and discussed in this study. Interviews with the supervisors along with analysis of application forms, observation sheets and other relevant documents illuminated the procedures and criteria of teacher entry and assessment in the target setting. Findings are presented more in depth in the Results and discussion section. | ||
| کلیدواژهها | ||
| dynamic assessment؛ teacher recruitment؛ EFL؛ private sector | ||
| مراجع | ||
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Bailey, K. M. (2006). Language teacher supervision. Cambridge: Cambridge University Press. Blum, R. E. (2009). Standards-Based Reform: Can It Make a Difference for Students?Peabody Journal of Education75(4), 90- 113. Cummins, J. & Davison, C. (2007).International handbook of English language teaching. New York: Springer. Darling-Hammond, L. (2000).Solving the dilemmas of teacher supply, demand and standards. New York: National Commission on Teaching and America’s Future. Darling-Hammond, L. (2002). The research and rhetoric on teacher certification: a response to “teacher certification reconsidered”. Education Policy Analysis Archives 10(36). 1-55. Darling-Hammond, L. & Snyder, J. (2000).Authentic assessment of teaching in context.Teaching and Teacher Education 16.523-545. Dole, J. A.; Nokes, J. D. &Drits, D. (2008).Cognitive strategy instruction. Available at: www.ucrl.utah.edu. Duquette, C. (1993). Collaborating with teachers in the selection of teacher education candidates: one experience.McGilI Journal of Education 28 (1).105-114. Glazerman, S.; Loeb, S.; Goldhaver, D.; Staiger, D.; Raudenbush, S. & Whitehurst, G. (2010).Evaluating teachers: the important role of value-added.Brookings Institution. Available at: www.brookings.edu. Ingvarson, L. & Hattie, J. (2008).Assessing teachers for professional certification: the first decade of the national board for professional teaching standards.Oxford: Elsevier Ltd. Knox, A. B. (2002). Evaluation for continuing education: a comprehensive guide to success. New York: Jossey-Bass. EFL teachers’ recruitment and dynamic assessment in private language institutes of Iran 51 O'Meara J. & MacDonald D. (2004).Power, prestige and pedagogic identity: a tale of two programsrecontextualizing teacher standards. Asia-pacific Journal of Teacher Education 32(2). 111-127. Stufflebeam, D.L.; Madaus, G. F. &Kellaghan, G. (2002).Evaluation models: viewpoints on educational human services evaluation. New York, Boston, Dordrecht, London, Moscow: Kluwer Academic Publishers. Sullivan, J. H. (2004). Identifying the best foreign language teachers: teacher standards and professional portfolios.The Modern Language Journal88(3).390-402. Thaine, C. (2004). The assessment of second language teaching.ELT Journal 58(4).336-345. Walsh, K. (2001). Teacher certification reconsidered: stumbling for quality. Baltimore: Abell Foundatio | ||
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