بررسی چارچوب ارزشیابی اساتید گروه زبان
عنوان تحقيق به انگليسي:
Investigating Iranian EFL Instructor Evaluation Scheme from End-Users’ Perspective: Self-Evaluation vs. Students Rating
4- بيان مساله (تشريح ابعاد، حدود مساله ، معرفي دقيق مساله ، بيان جنبه هاي مجهول و مبهم و متغيرهاي مربوط به پرسش هاي تحقيق ، منظور تحقيق )
- Introduction
Teachers as the heart of each educational system are supposed to help students to reach their full potentials and be prepared to lead a successful and productive life. Those students are successful who are properly taught. So, the presence of effective teachers is a pressing need for a truly excellent educational system and when talking about higher education the importance of this issue will be more. It is supported by many research such as a large-scaled empirical study conducted by (Clotfelter, Ladd, & Vigdor, 2007) that students’ achievement gains are associated with teachers’ effectiveness and it is a critical element in improving students’ achievements, therefore it is considered as one of strong factors that plays an important role in achieving high quality learning outcomes. English teachers and instructors who are teaching in different branches of English major such as translation studies and teaching English as a foreign language are not exceptions. Lots of factors in learning English language successfully relies on EFL teachers and their role is very crucial because EFL students have few opportunities to apply what they learn in their daily life and in real world.
اهداف تحقيق (شامل اهداف علمي ،كاربردي و ضرورت هاي خاص انجام تحقيق)
- Objectives of the Study
Beside some secondary objectives such as screening out unsuitable candidates, dismissing incompetent teachers, providing constructive feedback, providing directions for staff development, and unifying teachers and administrators around improved student learning presented by Danielson and Mc Great (2000) there is another main purpose for evaluation and that is collecting information to make formative and summative use of results revealed by evaluation. In formative use of results areas of improvement for individual EFL teachers are identified ,so it refers to teachers themselves but summative use of results is pertained to administrators to judge teachers’ performance and make decisions about providing career advancement, awarding performance rewards,
سوابق مربوط (بيان مختصر سابقه تحقيقات انجام شده درباره موضوع و نتايج به دست آمده در داخل و خارج از كشور نظرهاي علمي موجود درباره موضوع تحقيق)
- Literature Review
The evaluation of English teachers’ effectiveness is a frequently discussed and heavily researched topic in the educational system of many countries. As Glickman, Gordon, and Ross-Gordon (2005) have differentiated between them, most of these evaluating systems focus on both formative evaluations to assist teachers in professional growth as well as summative evaluations in order to determine if a teacher has met minimum expectations or not.
Brandt, Mathers, Oliva, Brown-Sims, and Hess, (2007) studied policies used in Midwest region of the United States through surveying 218 school districts with 140 participants. Their focus was on the way that teacher evaluation results were reported and used over there. They found that in Midwest administrators use evaluations for summative reporting and not for professional growth, in other words, it is used “…in order to help decide whether to retain or release new teachers”
بازدیدها: 16