Observation, Training and Evaluation of English Language Teachers
Teachers’ quality of teaching influences learners’ achievement; therefore, teacher training and development are considered important; teacher education provides teachers with initial skills and ongoing expertise to teach more confidently and effectively. Since training needs to be continuous, collaborative, connected to and derived from working with learners within the context of teaching, shortcomings that exist in the teaching practice (TP) of in-service teachers within a specific context can help teacher educators plan needs-based training programs; it is also important to support the teachers after the training as they apply the lessons from the training course to their TPs in order to encourage them to find reflective solutions to the challenges they face in their classes; otherwise, the effects of teacher training may be short term. The present research was completed in four stages of observation, training, post-training coaching and evaluation of the teachers. Firstly, an attempt was made to identify common shortcomings in the grammar TPs of 34 Iranian in-service EFL teachers and investigate their awareness of effective grammar teaching principles through a series of observations and semi-structured interviews. Secondly, the researcher used the obtained data from the first stage in order to plan a customized in-service training course addressing the observed shortcomings. Thirdly, three different methods of giving post-training coaching feedback for the maintenance of their received training were employed. In the fourth stage, the teachers’ TPs were observed for evaluation, and the effectiveness of the three post-training coaching methods were compared. Finally, the results of study were reported and the findings were discussed. The study has several practical implications for teacher educator and practicing teachers which have been outlined.