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 Teaching practice evaluation- most essential and most controversial component of TEPs  Pre-service teachers’ performance evaluated thru two major forms.

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Presentation on theme: " Teaching practice evaluation- most essential and most controversial component of TEPs  Pre-service teachers’ performance evaluated thru two major forms."— Presentation transcript:


2  Teaching practice evaluation- most essential and most controversial component of TEPs  Pre-service teachers’ performance evaluated thru two major forms of TP evaluations: formative and summative  Formative: coaching, diagnosis and feedback- provides info related to the improvement of instruction  Summative: (grades/marks)provide info related to success or failure  Stryk & McCoy (1993) regard formative evaluations as primary and summative as secondary  Arguments for TEPs to invest more resources in formative evaluations (Andrews & Barnes (1990)  Other evaluation formats- portfolios and observations by mentor and evaluators  Problem: Subjectivity of evaluation formats (Gordon, 2007)

3  Due to subjectivity of existing formats, there is a need for pre-service teachers to perform self- evaluation (both for formative and summative evaluations) Why Self-evaluations? Self-evaluation is growing in popularity internationally However, it has not been widely explored in most South African TEPs Rolheiser and Ross (n.d.): Self-evaluation - students judging their own quality of work based on evidence and explicit criteria for the purpose of doing better work in the future (p.1)

4 Students who self-evaluate their progress tend to be more in control of their learning (Olina & Sullivan, 2004)  Self-evaluation allows pre-service teachers to evaluate themselves, which helps them focus on their strengths and weaknesses (Stryk & McCoy (1993)  Students who self-evaluate tend to have more positive attitudes toward learning and higher self-efficacy perceptions than those who do not (Zimmerman and Kitsantas, 1999 in Olina & Sullivan, 2004)  Self-evaluation encourage students’ autonomy and higher order thinking skills, augment intellectual independence and self- confidence and heighten students’ ability to make judgments (Omelicheva (2004)  Stryk & McCoy (1993) advocate the use of videotape, while Subedi (2009) advocates a reflective diary

5 Coombe & Canning (2002) “ In today’s technological age, no other audiovisual aid can match the potential of video recorder. Video can be exploited in a number of ways to encourage self-assessment in the classroom. For example, students can be videotaped or they can videotape each other and then assess their language skills. An obvious advantage to the use of video is that students can assess not only their communicative or language skills but their paralinguistic (i.e. body language) skills as well”. Sultana & Sharmee (n.d.)  Video recordings of teachers provide them with totally objective information  They tell exactly what is really said and done  They can tell the teacher about her voice, gestures, verbal mannerisms, etc.  However, videos alone without reflection and self- evaluation are meaningless and cannot bring about improvement in teaching practice

6 Stryk & McCoy (1993)  Provides pre-service teachers with specific info regarding their performance  Helps them to reflect on their strengths and weaknesses  Allows them to evaluate their teaching performance as often and as many times as they desire  If videotaped alone with the class, videotaping may be less threatening than evaluation by supervisor

7 HargieHead & Morrow (1986)  Provide a worksheet that can be used to perform video self-evaluation containing these items:  Voice, gestures and bodily action (posture, use of space, etc., and what these communicate  Whether the items above enhanced (or detracted) from the message of speech, strategies to reinforce/change their use to enhance speech  Dialogue with audience, interest and enthusiasm in topic  Lessons learned from the speaking opportunity  Areas of improvement and strategies (including steps and detailed plan) for improvement

8 Bedics & Webb (1971)  Report a study in which pre-service teachers analyzed their videotaped teaching sessions. The following conclusions were made:  Pre-service teachers tended to focus on:  Their personal characteristics: voice(pitch, quality, clarity, dialect); verbal mannerisms; personal appearance  The teaching behaviors: enthusiasm, verbal behavior (amount of talking by teacher)  Awareness of learner behaviors: eye contact with learners, discipline (control), learner attentiveness, learner participation, recognition/naming of individual learners  Lesson : objectives/outcomes, preparation, questioning techniques, learners’ needs (intellectual, emotional, social and physical), pacing.

9  Video record micro lessons and demo lessons for use by FET students (could be used by GET as well)  Micro lessons-for pre-service teacher self- evaluation- based on the reasons given  Demo lessons: by subject didactics lecturers and school-based mentors  Lecturers and mentors can get opportunity to evaluate their own teaching practice  Pre-service teachers can observe best-practice examples and learn from them  Demo lessons- HS students visit univ- improve image of university- perceived as an ivory tower




13  Seven micro lessons (4 Econ, 2 Acc & 1 IsiXhosa Communication videos recorded)  One Acc demo with Thembelihle HS students  More micro and demo lessons still to be made  Commitment by 2 Maths didactics lecturers and 1 High School CAT teacher  Assistance and commitment from Fundani- tremendous-  Special mention: Benny Karlie- video and website  New partnership: Dr E. Ivala & Mrs D. Gachago

14  Lack of willingness by some subject didactics lecturers to make video-recorded presentations  Mentor anxiety about being video recorded  Anxiety and apprehension result from fear of being judged by student teachers  Yet, these materials are meant to create opportunity for growth for lecturers, mentors and student teachers l  Misunderstanding of the concept- micro lessons-full lessons instead of micro lessons  Highlights a need for training on conducting micro lessons

15  Hoped that:  Research, which informs our practice as teacher educators will develop from this project  More buy-in/commitment of colleagues and school mentors  Lecturers and pre-service teachers will see the benefits of potential growth and development embedded in this project


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