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Research and Practice in Language Teacher Evaluation
David Hayes,장경숙,임찬빈 한국영어교육학회 2011 ENGLISH TEACHING(영어교육) Vol.66 No.1
This article aims to provide guiding principles for English language teacher evaluation through the review of recent accounts of research and practice. Teacher effectiveness needs to be contextually defined and measured. It is suggested that education providers need to work with all stakeholders in their systems both to define criteria for effective teaching and the means by which it may be assessed. As teacher evaluation is multifaceted, a range of data needs to be collected encompassing the views of all the stakeholders as well as the reflections of teachers themselves. Teacher evaluation should not be regarded as a summative product, the result of single evaluation measures conducted upon teachers, but should be thought of as a formative process in which teachers are actively engaged. Regarding evaluator training, it should not be assumed that those charged with evaluating teachers are, because of their positions, adequately trained to perform the evaluations. Evaluator training should be carried out before any evaluation is conducted under a new system. In order for the evaluation system to be meaningful and contribute to improvements in the education system as a whole, it should be seen primarily as a means of professional development for teachers as well as for anyone else involved in the process.
Theoretical Perspectives on Novice Teachers` Induction in English Teacher Education
( David Hayes ),( Young Tae Kim ),( Kyung Suk Chang ) 글로벌영어교육학회(구 호남영어교육학회) 2013 Studies in English education Vol.18 No.2
Compared to recent attention to in-service teacher training, little has been known about novice teachers` induction during the early years of English language teaching. This paper aims to provide the theoretical background to novice English teachers` induction by reviewing the literature on training and induction of novice teachers in the general education. Data was mainly gathered from the secondary source of the relevant literature from different contexts. It begins by briefly identifying dimensions of teacher professionalism in different contexts. It investigates into the challenges which novice teachers face in their first permanent appointments. The review reveals that these challenges go beyond classroom pedagogy to encompass issues of conforming to school and organizational cultures. Collegiality or lack of it is identified as a particular problem in many school cultures for beginning teachers, often hindering effective mentoring within induction programs. The role of school administrators is also highlighted as a critical factor in induction for novice teachers. It is suggested that how principals react to novice teachers sets the tone for the whole school and their constructive involvement in induction programs can enhance the chances of successful experiences for beginning teachers.
David Hayes,장경숙 한국영어교육학회 2012 ENGLISH TEACHING(영어교육) Vol.67 No.1
This article provides theoretical perspectives on continuing professional development (CPD, henceforth) and in-service teacher education and training (INSET, henceforth). Regarding good practice in INSET and CPD for English language teachers, implications are drawn from the review of international practice in different situations. The first is to recognize the unique context each school has; there cannot be a ‘one size fits all’ policy for every school in a given system. Not imposed by outsiders on teachers, successful professional development and change should start with the English teacher and the acknowledgement of his or her agency. At the heart of professional development is English teachers’ willingness to open up their practice to public scrutiny. The review of the literature suggests that information technology has enabled online professional communities to be established amongst diverse school contexts across geographical boundaries. A collaborative professional learning environment for English language teachers is recognized as a critical component in the success of CPD and INSET. It is suggested that educational systems should provide the conditions fostering such professional learning environments for the benefit of both English teachers and their pupils.
South Korean Novice English Language Teachers’ Experience of Induction into Teaching
David Hayes,장경숙 한국영어교육학회 2017 ENGLISH TEACHING(영어교육) Vol.72 No.1
The induction experiences of novice teachers are receiving increasing attention within the subject field of Teaching English as a Foreign Language (TEFL).The process of beginning to teach is acknowledged to be complex and often fraught with tensions and anxieties for newly qualified teachers who may experience significant disjunction between the realities of classroom and institutional life and what they have been taught on pre-service training courses. Research has also shown that novice teachers can be helped to make a successful transition from the teacher-training environment to the school through well-designed induction programs which provide structured support and professional development with access to resources beyond the school itself. This article seeks to uncover whether these elements of well-designed induction programs are replicated for teachers of English in the Korean school system. Using data gathered in interviews with recently graduated teachers, the article examines the experiences of teaching in the early years and documents teachers’ own perceptions of their induction into teaching. The article discusses the place of the teachers within the social network of the school and, in so doing, hopes to foreground how individuals come to terms with the new and complex roles inherent in ‘being a teacher’ within this framework. This is a perspective particularly necessary for TEFL as a discipline where methods are so often deemed paramount in learning to teach, rather than an understanding of what it means to be a teacher of English as a foreign language in a particular socio-educational context.
David Hayes,장경숙,이제영,전영주 한국영어교과교육학회 2023 영어교과교육 Vol.22 No.3
The present paper reviews the literature of teacher professional development to make underlying assumptions for school-based language teacher development (SBTD) programs. The analysis of cases in Chile, Spain and Canada illustrates SBTD in specific contexts and provides the theoretical basis from which generalizations are drawn for successful implementation of SBTD in other contexts. The content focus for professional development in the cases varies, as does the educational level, but the lessons learnt from each have wider applicability for school-based teacher development in language teaching contexts. Based on the lessons, it is asserted that SBTD enables the dynamic interaction between the teacher and their teaching context. This embodies a more effective model for professional development, especially in the field of English language teaching, where traditional development programs often overlook classroom realities and lack a school-based component. The review underscores characteristics of successful SBTD programs, which may inform ELT professional development programs: stakeholders’ involvement, trust building, collaborative and egalitarian ways of working, time and space for collaborative work, process documentation, supportive leadership, change in the school as a social organization, and professional reflection. The paper concludes that SBTD is a conduit for transforming the school into a learning environment for teachers, fostering professional growth, and consequently enhancing student achievement.