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A Case Study of a Competency- Based Teacher Training Course

Publish Year: 1403
Type: Journal paper
Language: English
View: 104

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Document National Code:

JR_LGHOR-7-4_001

Index date: 3 February 2024

A Case Study of a Competency- Based Teacher Training Course abstract

The present case study reports on an innovative teacher training course with 14 Iranian senior undergraduate student-teachers majoring in Teaching English as a Foreign Language (TEFL). The course was developed after a Competency Based Teacher Education theory (CBTE) to assess student/teachers’ practicums via three sources- self, peer-group and teacher-educator- and based on the criteria devised in a Teacher Observation Instrument (TOI). The aim was primarily to see if there was congruence among the three sources in assessing student-teachers’ performance and secondarily to know what the attitude of the course participants was towards the course and three modes of assessment. Pearson Correlation showed that peer-group’s assessment was relatively congruent with both teacher-educator’s and self-assessment (r= .57, n= 14, P< .05 for both comparisons). The results from semi-structured interviews with student-teachers showed that they had favored peer-group and teacher-educator’s assessment more than self-assessment and that the course made them teach more reflectively.

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A Case Study of a Competency- Based Teacher Training Course authors

Elaheh Tavakoli

Volda University College