Evaluating and Improving Teacher Educators’ Language-Oriented Performance in Content-Based Teaching
Fenna Swart , Dubravka Knèzic , Jeroen Onstenk , Rick de Graaff
In general, teacher educators are considered to be educational specialists whose main task is to communicate content-based concepts to prospective tea.
- Pub. date: February 15, 2019
- Pages: 71-86
- 606 Downloads
- 1609 Views
- 6 Citations
In general, teacher educators are considered to be educational specialists whose main task is to communicate content-based concepts to prospective teachers. However, unfortunately, most studies on teacher professional development overlook this specific language-oriented aspect of content-based teaching. Therefore, we address the aforementioned research gap and argue that teacher educators’ evaluation of their language-oriented performance in educational communication enhances the quality of their content-based teaching. Accordingly, we examine how the language-oriented performance of teacher educators is evaluated by both individual teacher educators (sample size N=3) and their students (N=32) in a small-scale intervention study. The findings of the study reveal that there is a relationship between the order of application of five language focus areas (i.e., language awareness, active listening, formalizing interaction, language support, and language and learning development, as noticed by the students), and teacher educators’ ability to apply these areas in accordance with their objectives related to content-based teaching.
content based teaching teacher evaluation student evaluation reflective teacher practice language focus areas evaluation utilization
Keywords: Content based teaching, teacher evaluation, student evaluation, reflective teacher practice, language focus areas, evaluation utilization
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