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Title

: The Evaluation of Foreign-language-teacher Education
Programmes

Author

: Matthew Peacock

Publisher

: http://sagepublications.com

Source

: Language Teaching Research 2009 13:259

The research’s main purpose was to design a new procedure for the
evaluation
programme

of

EFL

teacher-training

evaluation

and

programmes

based

foreign-language-teacher

on

(FLT)

principles

of

education.

It

evaluates the strengths and weaknesses of the programme and how far the
programme meets the needs of students.
Regular internal evaluation is important in order to assure the content and
procedures of FLT evaluation programmes meet the need of the field in teacher
education. There must be a balance between received and experiential
knowledge. Need of a teacher in the aspects if linguistic competence so that
teachers can adapt the knowledge to meet the difference of students’ need in
teaching. Reflection is another emphasis in the evaluation of a programme.
Teachers should be able to reflect and self-evaluation continuously in the learning
of learning to teach and to promote future reflective practice. Readiness of a
teacher should be included in a programme as it is essential to expand views of
the knowledge-base of foreign-language teachers to include the knowledge of
the social context of learning which refers to a ‘dynamic social activity’.
Robinson’s definition of programme evaluation is adopted by the writer as
the aims of evaluation are to provide information on the value of a programme,
measure whether they meet the objectives and provide feedback to the course
providers for further improvements.
A new evaluation procedure is created to increase the accountability of the
programme to the stakeholders and to contribute to programme improvement.
Thus, the professionalization of English-language teaching can be emphasized.
The objectives of the research are:
a. Design a procedure for evaluating FLT training programmes

Six data collection methods involved are: a. It was done by reviewing the literature on what others recommend regarding the content and procedures of FLT education programmes. The research is done in a qualitative and quantitative method. However. Student interviews Student questionnaires Teacher interviews Student essays Evaluation of course materials Alumni questionnaires For data analysis. those responsible for education in Hong Kong. they commented that there was a balance between teaching theories. more English enhancement courses are needed and educational technology or IT courses re needed also. The effectiveness of one TEFL programme is evaluated and then the system also. language proficiency. Subjects in this research were the students and teachers on the BA in TEFL. This is aimed to collect data in the assessment of the programme of how far they match those recommendations. the Government and the University. e. c. b. d. the coordinators of all 35 courses in the programme and those programme alumni who responded to a posted questionnaire. On the other hand. student essays’ data was quantitatively analysed and statistical analysis was used to acquire the data. 8 programme teachers. Teaching theories which had been included were helpful to them too. methodology and others which in turn . As the results of the program evaluation. Evaluate the new procedure and assess its value for use in other contexts. There were 166 students who are all trainee teachers. the researcher has divided student essays into two main categories: strengths and weaknesses of the programme. Student questionnaires have modest correlations between some items in which the items show strong relationship and were statistically significant. teacher interviews and alumni questionnaires were analysed qualitatively. f. During teacher interviews.b. weaknesses of the programme such as different programme should be adapted. The students commented the programme was useful in preparing them to be a teacher. student interviews. Test the new procedure through a global internal evaluation of one programme c.

essays and a better questionnaire. There is inter-rater reliability in the evaluation of course materials and unsuccessful in collecting data of alumni questionnaires as the return rate was very low. More data from alumni are to be collected. for example. for future research. the researcher recommended having more students in collecting questionnaires and there should be similar questionnaires to teachers and students and teacher results are to be compared. Student essays analysis showed that there is a poor balance among the subject matter competence. The research is not considered as a ‘good’ programme evaluation as there are weaknesses identified in the research. teacher gave comments on the weaknesses. Content and process of lessons need to be focused in conducting the lesson observations. especially student questionnaire and alumni questionnaire. Then. Despite the strengths. . due to changing address and lack of interest.help them to promote the ‘spirit of being a teacher’. There are too little practice teaching and more linguistics knowledge and language awareness is needed. there were constrained students in collecting data in the student essays. From the interview. extensive interviews. the instrument was not valid and reliable for this research as there was only 20% return rate. Besides. It shows that there is no balance between teacher-centred and student-centred training. skills and programme awareness. Therefore. The research could not be generalised as the competency of student was not fully fulfilled in the questionnaire. Lastly. alumni questionnaire was failed. more teachers should be involved in the interview. by school visits.