Teachers’ perspectives on the evaluation of teacher effectiveness: A focus on student learning objectives

Fan, Xumei

doi:10.1016/j.tate.2021.103604

Cited by 7 publications

(4 citation statements)

References 34 publications

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“…The instructional effectiveness lies primarily in the teaching employment to be envisioned to facilitate compliance with learner-centred learning attainments, which encourage time-monitored assessment, classroom management, staffing, documentation procedures, peer support, and provision of evidence-based feedback for proper and effective engagement (Fan, 2022). Since the surge of literacy-pledged works on the teacher's commitment into EFL schooling in order to fetch quality teaching, the devotion drawn by an educator stokes to a hefty kinship of engagement in the benefit of an outcome-oriented L2 education whereby it is fuelled to underlying constructs in teaching adherence and enlighten implicating traits' role (Dong and Xu, 2022).…”

Section: Exploring Teacher's Conceptions On Classroom Practicesmentioning

confidence: 99%

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos¹,

Garcı́a²

2023

Preprint

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This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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Section: Exploring Teacher's Conceptions On Classroom Practicesmentioning

confidence: 99%

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos¹,

Garcı́a²

2023

Preprint

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“…The instructional effectiveness lies primarily in the teaching employment to be envisioned to facilitate compliance with learner-centred learning attainments, which encourage time-monitored assessment, classroom management, staffing, documentation procedures, peer support, and provision of evidence-based feedback for proper and effective engagement [37]. Since the surge of literacy-pledged works on the teacher's commitment into EFL schooling in order to fetch quality teaching, the devotion drawn by an educator stokes to a hefty kinship of engagement in the benefit of an outcome-oriented L2 education whereby it is fuelled to underlying constructs in teaching adherence and enlighten implicating traits' role [38].…”

Section: Exploring Teacher's Conceptions On Classroom Practicesmentioning

confidence: 99%

“…Applying qualitative data analysis, students' aptitudes reflect major trends in behaviours such as: quiet (40), overwhelmed (30), hesitant (37), engaged (33), confused (32). These results coexist within a text analysis, as yield in Figure 4.…”

Section: Common Participants' Traits On Communications Skills Follow-upmentioning

confidence: 99%

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos

Garcia

2023

Preprint

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“…While the dearth of meaningful teacher–teacher feedback obstructs instructional improvement, the fuzziness around what is “meaningful” in chemistry and the routes to breach surface-level discourse (i.e., gratuitous pleasantries) also warrant more specification . The purpose of our study is to better understand the nuances of teacher–teacher feedback governed by discursive patterns and contextualized in the three levels of chemistry representation: macroscopic, symbolic, and particulate .…”

Section: Introductionmentioning

confidence: 99%

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

Wu,

Yezierski

2023

J. Chem. Educ.

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Teacher−teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction. To better understand the nuances of socio-pedagogical norms for chemistry-specific settings, we investigate the conversational functions and the ways in which teacher−teacher feedback addresses macroscopic, symbolic, and particulate levels of representation within lessons they experienced as students. We deductively coded 16 instances of feedback provided by eight VisChem Institute-2 teacher participants. Results from the first phase of analyses indicate that teacher−teacher feedback largely comprised of praise with few instances of critique. The second phase of analyses shows that teacher−teacher feedback most frequently referenced the particulate level. Synthesizing the results, we find that more chemistry-specific topics were referenced in conversational functions that prepare teachers for pedagogical change. Our findings suggest foregrounding the particulate level may support teachers' critical engagement with each other. We thus recommend that teacher educators and professional developers base mutual engagement, shared repertoire, and the joint enterprise on the particulate level when constructing a community of reformed chemistry teaching practice. We also provide insights on how our findings can be adapted for chemistry graduate teaching assistants and raise new questions about investigating spiraling, dialogic forms of feedback.

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Teachers’ perspectives on the evaluation of teacher effectiveness: A focus on student learning objectives

Cited by 7 publications

References 34 publications

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

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