Native and Non-Native Language Teachers' Perspectives on Teacher Quality Evaluation

Autor/inn/en	Tajeddin, Zia; Saeedi, Zari; Mozaffari, Hamideh
Titel	Native and Non-Native Language Teachers' Perspectives on Teacher Quality Evaluation
Quelle	In: TESL-EJ, 27 (2023) 1, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tajeddin, Zia) ORCID (Saeedi, Zari) ORCID (Mozaffari, Hamideh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Evaluation; Teacher Effectiveness; Caring; Classroom Techniques; Video Technology; Evaluation Criteria; Language Teachers; Native Speakers; Second Language Instruction; Second Language Learning; Native Language; Content Analysis; Accuracy; Teacher Attitudes; Teacher Characteristics; Foreign Countries; Peer Evaluation; Private Education; Indo European Languages; United States; United Kingdom; Australia; Iran + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Care; Pflege; Sorge; Betreuung; Klassenführung; Language teacher; Sprachunterricht; Muttersprachler; Fremdsprachenunterricht; Zweitsprachenerwerb; Inhaltsanalyse; Lehrerverhalten; Ausland; Privatunterricht; Indoeuropäisch; USA; Großbritannien; Australien
Abstract	Various features of teacher instruction underpin the criteria used for the evaluation of teacher quality. The current study sought to explore whether nativeness/non-nativeness affects the criteria teachers consider for teacher quality evaluation. To this end, the participants were provided with five video clips of teaching, each presenting a 10-min lesson taught in a real classroom environment. They were requested to rate the quality of the teachers and to point out and describe the criteria they used to rate the teachers. Content analysis of the data indicated that preparation, caring, classroom management, and instruction constituted the general criteria the native and non-native teachers employed to evaluate teacher quality. Considerable differences, however, were observed between the two groups regarding a few of the criteria. The native teachers valued teachers' efficient use of learners' L1 more than the non-native teachers, while teachers' linguistic accuracy and fluency of speech were highlighted by more non-native teachers. Besides, issues related to caring, management, and instruction grabbed the attention of both native and non-native teachers, while preparation received substantially less attention. It can be concluded that the use of video-mediated peer observation can provide a platform to uncover the implicit beliefs teachers hold toward teacher quality. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01