چکیده:
The critical role and effect of teacher assessment in ELT has been
ratified by researchers among whom are Darling-Hammond (2000);
Knox (2002); Bailey (2006); Davison & Cummins (2007); and Blum
(2009).Taking this issue into account, this exploratory study seeks to
investigate the underlying criteria of both recruiting and assessing inservice
EFL teachers in private language institutes of Iran. To this
aim, five of the most well-known and expanded language institutes in
this country were selected. Their procedures for employing teacher
applicants and later on assessing their in-service performance have
been obtained, analyzed and discussed in this study. Interviews with
the supervisors along with analysis of application forms, observation
sheets and other relevant documents illuminated the procedures and
criteria of teacher entry and assessment in the target setting. Findings
are presented more in depth in the Results and discussion section
خلاصه ماشینی:
"No one yet has brought together a coherent set of research papers on the work of a national professional body attempting to establish a system of teacher evaluation for career development: for example, the process of developing teaching standards; the development of evidence gathering methods for assessing teachers’ performance on the standards; the setting of performance standards; and the selection and training of teachers to provide reliable assessments of the evidence that applicants submit (Ingvarson& Hattie, 2008).
Teacher entry Analyses of the interviews revealed the elements recurrent in the process of teacher selection in private language institutes of Iran as including: application, interview, written examination, training course and internship.
- Appearance: if the appearance, looks and clothing are legitimate for a teacher - Elaboration on the personal and working information mentioned in resume or application form - Examination of language proficiency: done either totally directly as in ILI, or preferably tacitly as in Rah Pouyandegan or Kish institutes - Communication skills: specially speaking skill as stated previously by Walsh (2001) and posing one’s opinions and reacting to the interviewer’s challenging ideas Interviews are ordinarily carried out in a face to face meeting of an expert and an applicant in a conversation dyad.
Among the items stated in evaluation sheets of the institutes are: - Teacher’s attempts to create communicative situations - Managing Teacher Talking Time (TTT) and Student Talking Time (STT) - Providing proper amounts of feedback especially in case of errors Class management techniques can include items referring to: - Contextualization (highly emphasized) - Use of the board, realia, etc."