An evaluation approach towards feedback “betterment” in an initial teacher training in EFL
Title
An evaluation approach towards feedback “betterment” in an initial teacher training in EFL
An evaluation approach towards feedback “betterment” in an initial teacher training in EFL
Keywords: No Keyword
Authors
George Mann
University of the West of England
George.mann@uwe.ac.uk
George Mann
University of the West of England
George.mann@uwe.ac.uk
Bio Data
Senior Lecturer in EFL, TESOL and Linguistics,
Faculty of Humanities, Languages and Social Sciences
University of the West of England,
Coldharbour Lane,
Bristol,
England,
UK.
BS16 1QY
Abstract
This article provides an account of a small-scale evaluation study in the area of initial teacher training in ELT. While evaluation of this sort has a clear accountability function, this paper advances the view that it is the developmental potential of an evaluation study of this sort that renders it of real value to the teacher trainer or trainee. This applies equally to evaluation studies conducted in European settings such as this one, or to those carried out in any part of the very wide AsiaTEFL constituency. After an opening section which gives an account of the appropriate literature, the study goes on to look at the core elements of the feedback sessions given by TESOL tutors after each teaching practice session on a Trinity Certificate course at the University of the West of England, Bristol, UK. The study shows that these feedback sessions are seen by tutors and trainees as an invaluable means of improving trainee performance. Nevertheless, issues to do with location, participation, leadership, length, timing, structure, atmosphere, perceptions, previous experiences and outcomes mean that these sessions must be carefully managed and must be seen to involve outcomes which are well-focused, relevant and shared by both parties.
This article provides an account of a small-scale evaluation study in the area of initial teacher training in ELT. While evaluation of this sort has a clear accountability function, this paper advances the view that it is the developmental potential of an evaluation study of this sort that renders it of real value to the teacher trainer or trainee. This applies equally to evaluation studies conducted in European settings such as this one, or to those carried out in any part of the very wide AsiaTEFL constituency. After an opening section which gives an account of the appropriate literature, the study goes on to look at the core elements of the feedback sessions given by TESOL tutors after each teaching practice session on a Trinity Certificate course at the University of the West of England, Bristol, UK. The study shows that these feedback sessions are seen by tutors and trainees as an invaluable means of improving trainee performance. Nevertheless, issues to do with location, participation, leadership, length, timing, structure, atmosphere, perceptions, previous experiences and outcomes mean that these sessions must be carefully managed and must be seen to involve outcomes which are well-focused, relevant and shared by both parties.
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