Codification and Validation of Professional Development Questionnaire of Teachers

Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

doi:10.5539/ies.v9n4p215

Cited by 8 publications

(10 citation statements)

References 3 publications

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“…On the other hand, Rui [10] stated that there really exist different types of setbacks and discrepancies in the process of English language teaching and EFL lecturers' professional development including heavy teaching loads, weak awareness of the lecturers' self-development, and so on. Therefore, it is critically important to note the importance of teaching practice and awareness regarding the degree of the professional development will help to recognize the lecturers' strengths and weaknesses to strengthen their strengths and overcome their weaknesses [11].…”

Section: Introductionmentioning

confidence: 99%

College English Language Teaching Reform and EFL Lecturers' Teaching Practice: A Case Study in China

Sun¹,

Sidhu²,

Muthukrishnan³

2020

ujer

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The rapid expansion and development of newly-upgraded undergraduate colleges and universities across China witnessed a corresponding demand for the teaching and learning of English as Foreign Language (EFL). Accordingly, the Ministry of Education of China implemented the College English Language Teaching Reform (CELTR) to improve the teaching and learning of English language at higher institutions in China. The aim of this paper was to investigate EFL lecturers' perspectives of the CELTR and to what extent the CELTR had enhanced the EFL lecturers' teaching practice, which on converse influenced the effect and implementation of the CELTR. The study involved a total of 92 EFL lecturers from a newly-upgraded university located in Nanyang City in China. Data for the study were collected by using a questionnaire and semi-structured interviews with eight EFL lecturers adopting purposive sampling. The findings indicated that on the whole the EFL lecturers had moderate level of understanding and knowledge of the CELTR, and the lecturers' teaching practice had been satisfactorily enhanced due to the implementation of the CELTR. The college EFL lecturers considered and constantly adjusted their teaching contents, modes, methods and strategies to meet the students' specific needs better, and they tried to motivate the students' interests and participation in the EFL classroom teaching.

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Section: Introductionmentioning

confidence: 99%

College English Language Teaching Reform and EFL Lecturers' Teaching Practice: A Case Study in China

Sun¹,

Sidhu²,

Muthukrishnan³

2020

ujer

View full text Add to dashboard Cite

show abstract

“…In Education, the understudies are given evaluation for passing appraisal to a more critical level. In like manner, the solicitations should be identified with the subject they have contemplated, if not doubtlessly all of understudies can't address the solicitations or they will have terrible score (Ayyoobi F. et. al., 2016) Therefore, the solicitation creator or educator particularly in planning who makes the solicitation should consider staggering solicitations that will be given to the understudies, and the benchmark of good demands is worried about validness, so the teacher ought to think about the credibility of the solicitations.…”

Section: Introductionmentioning

confidence: 99%

The Link of Content Validity and Final Examination on Secondary Students Level in Indonesia

Fernando¹

2021

Preprint

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The substance genuineness is one of kinds of legitimacy that researches rightness of substance. Content legitimacy is regularly coordinated by subject specialists who judge how much a test evaluates fitting substance. Three sorts of support which is colossal in instructing and learning measure, to be unequivocal substance legitimacy, face realness, and manufacture validness. From the three sorts of validness, content legitimacy has the tremendous parts in deciphering the test as the device of examination, with the target that the educator can quantify understudies' capacity viably. Content legitimacy is manage the substance of test thing that endeavored is reflected of the informative game plan or not, content genuineness requires te assessment of each test thing for its significance to the ordinary structure. While Final Examination is one of tests guided in school and given to the understudies for passing appraisal to next level. Assessments anticipate a focal part in the illuminating design, examination is a test to quantify the information on an individual or understudy. Tests are additionally made as an assessment gadget to check how much information and limits obtained.

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“…In Education, the understudies are given appraisal for passing assessment to a more significant level. Likewise, the requests ought to be related to the subject they have pondered, if not without a doubt all of understudies can't address the requests or they will have horrible score (Ayyoobi F. et. al., 2016) Therefore, the request maker or teacher especially in preparing who makes the request ought to consider incredible requests that will be given to the understudies, and the benchmark of good requests is stressed over authenticity, so the instructor should consider the authenticity of the requests.…”

Section: Introductionmentioning

confidence: 99%

The Role of Content Validity on Students’ Final Examination

Fernando¹

2021

Preprint

View full text Add to dashboard Cite

The substance authenticity is one of sorts of authenticity that investigates rightness of substance. Content authenticity is routinely directed by subject experts who judge how much a test assesses fitting substance. Three kinds of endorsement which is huge in teaching and learning measure, to be explicit substance authenticity, face authenticity, and fabricate authenticity. From the three kinds of authenticity, content authenticity has the huge parts in interpreting the test as the gadget of appraisal, with the objective that the instructor can measure understudies' ability effectively. Content authenticity is deal with the substance of test thing that attempted is reflected of the instructive arrangement or not, content authenticity requires te evaluation of each test thing for its importance to the normal form. While Final Examination is one of tests guided in school and given to the understudies for passing assessment to next level. Evaluations expect a central part in the enlightening structure, appraisal is a test to measure the data on an individual or understudy. Tests are also made as an evaluation device to check how much data and capacities acquired.

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Codification and Validation of Professional Development Questionnaire of Teachers

Cited by 8 publications

References 3 publications

College English Language Teaching Reform and EFL Lecturers' Teaching Practice: A Case Study in China

College English Language Teaching Reform and EFL Lecturers' Teaching Practice: A Case Study in China

The Link of Content Validity and Final Examination on Secondary Students Level in Indonesia

The Role of Content Validity on Students’ Final Examination

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