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Exploring Criteria for Evaluating In-Service English Language Teachers’ Performance
Exploración de los criterios para evaluar el desempeño de los maestros de inglés en servicio
DOI:
https://doi.org/10.15446/profile.v25n2.103917Keywords:
language supervisor, language teacher evaluation, performance supervision, supervisors' criteria (en)criterios de los supervisores, evaluación del profesor de idiomas, supervisor de idiomas, supervisión del desempeño (es)
This case study explored the evaluation criteria applied by six supervisors of a private language institute (three men and three women) through individual in-depth interviews in an English-as-a-foreign-language context. The researchers also collected data from supervisors’ observation checklists and written feedback. A thematic analysis resulted in five main themes and two sub-themes. Therefore, a tentative framework was developed, encompassing five criteria: English and Content Knowledge, Teaching Skills, Personal Traits, Fulfilling Workplace Expectations, and Parents’/Learners’/Peers’ Feedback. The proposed framework can help increase language supervisors’ teacher evaluation literacy.
Este estudio de caso exploró los criterios de evaluación aplicados por seis supervisores de un instituto privado de idiomas (tres hombres y tres mujeres) en un contexto de inglés como lengua extranjera. Para recoger datos se usaron entrevistas individuales en profundidad, listas de verificación de observación de los supervisores y comentarios escritos. Un análisis temático permitió identificar cinco temas principales y dos subtemas. Así, se desarrolló un marco tentativo que abarca cinco dominios: el inglés y el conocimiento del contenido, las habilidades de enseñanza, los rasgos personales, el cumplimiento de las expectativas del lugar de trabajo y la retroalimentación de los padres/estudiantes/compañeros. El marco propuesto puede ser útil para aumentar el conocimiento de los supervisores de idiomas sobre la evaluación docente.
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