Seeing what we do : observation in the language classroom

Two elements emerging from curriculum innovation at a national level in both Spain and the UK are quality assurance (accountability), and teacher development within schools. Both of these are linked in proposals for appraisal schemes, in which teachers' classroom performance is observed. On the...

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Detalles Bibliográficos
Autor: Gilpin, Arlene
Tipo de recurso: artículo
Fecha de publicación:1992
País:España
Institución:Universidad de Alcalá (UAH)
Repositorio:e_Buah Biblioteca Digital Universidad de Alcalá
Idioma:inglés
OAI Identifier:oai:ebuah.uah.es:10017/4242
Acceso en línea:http://hdl.handle.net/10017/4242
Access Level:acceso abierto
Palabra clave:Humanidades
Filología hispánica
Humanities
Spanish philology
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spelling Seeing what we do : observation in the language classroomGilpin, ArleneHumanidadesFilología hispánicaHumanitiesSpanish philologyTwo elements emerging from curriculum innovation at a national level in both Spain and the UK are quality assurance (accountability), and teacher development within schools. Both of these are linked in proposals for appraisal schemes, in which teachers' classroom performance is observed. On the one hand summative evaluation of teacher performance is necessary for management decisions to do with in-service training, accountability to ministries and parents, and on the other, formative evaluation is considered to be an essential on-going part of teachers¿ professional development. Whatever the reason for observation bye a third party, the experience can be a daunting one for teachers who may not have been observed teaching since their student or probationary days when the bottom line was usually pass or fail and the tenor of the observation was often a deficit one. For language teachers there is another consideration. There are at least two main reasons why teachers need to become expert observers within their own classrooms. The first is to do with changes in methods of teaching. The second is personal.Universidad de Alcalá. Servicio de Publicaciones19921992-01-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10017/4242reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:ebuah.uah.es:10017/42422026-06-18T11:13:07Z
dc.title.none.fl_str_mv Seeing what we do : observation in the language classroom
title Seeing what we do : observation in the language classroom
spellingShingle Seeing what we do : observation in the language classroom
Gilpin, Arlene
Humanidades
Filología hispánica
Humanities
Spanish philology
title_short Seeing what we do : observation in the language classroom
title_full Seeing what we do : observation in the language classroom
title_fullStr Seeing what we do : observation in the language classroom
title_full_unstemmed Seeing what we do : observation in the language classroom
title_sort Seeing what we do : observation in the language classroom
dc.creator.none.fl_str_mv Gilpin, Arlene
author Gilpin, Arlene
author_facet Gilpin, Arlene
author_role author
dc.subject.none.fl_str_mv Humanidades
Filología hispánica
Humanities
Spanish philology
topic Humanidades
Filología hispánica
Humanities
Spanish philology
description Two elements emerging from curriculum innovation at a national level in both Spain and the UK are quality assurance (accountability), and teacher development within schools. Both of these are linked in proposals for appraisal schemes, in which teachers' classroom performance is observed. On the one hand summative evaluation of teacher performance is necessary for management decisions to do with in-service training, accountability to ministries and parents, and on the other, formative evaluation is considered to be an essential on-going part of teachers¿ professional development. Whatever the reason for observation bye a third party, the experience can be a daunting one for teachers who may not have been observed teaching since their student or probationary days when the bottom line was usually pass or fail and the tenor of the observation was often a deficit one. For language teachers there is another consideration. There are at least two main reasons why teachers need to become expert observers within their own classrooms. The first is to do with changes in methods of teaching. The second is personal.
publishDate 1992
dc.date.none.fl_str_mv 1992
1992-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/4242
url http://hdl.handle.net/10017/4242
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Alcalá. Servicio de Publicaciones
publisher.none.fl_str_mv Universidad de Alcalá. Servicio de Publicaciones
dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
reponame_str e_Buah Biblioteca Digital Universidad de Alcalá
collection e_Buah Biblioteca Digital Universidad de Alcalá
repository.name.fl_str_mv
repository.mail.fl_str_mv
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