| Exploring Observers' Perspectives about Observation in EFL Classrooms |
| کد مقاله : 1108-CNF-FULL |
| نویسندگان |
|
حمیدرضا صدر مغانی1، علی راستگو *2 1گروه زبان، دانشکده علوم انسانی دانشگاه آزاد اسلامی شاهرود 2عضو هیات علمی، گروه زبان، دانشکده علوم انسانی دانشگاه آزاد اسلامی شاهرود |
| چکیده مقاله |
| Observing teachers' practices in EFL classroom has always been an inspiring source of data and insight for language schools' administrators, although it has not been without challenges and obstacles. While numerous studies have elicited teachers' perspectives about EFL classroom observation, studying observers' perspectives has remained underexplored. Using semi-structured interviews, the current qualitative study solicited the perspectives of 8 EFL observers in language schools located in Shahrood, Dameghan, Semnan and Karaj. The participants held degrees in TEFL (n=5) and other fields (n=3) with 2-16 years of experience in classroom observation. Interview questions, adapted from relevant references, were further validated through piloting and several rounds of rigorous discussions with a panel of TEFL experts at university. Conducting initial and second-level coding through quantitative content analysis resulted in the emergence of 13 themes falling under two main categories: 1) characteristics of an optimum observer, namely, experience and discipline-based knowledge; fair and neutral attitude; providing assistance and pedagogical feedback; providing context-based feedback; compliance with policies; and demonstrating flexibility toward innovative ideas, and 2) characteristics of an optimum observation, namely, observing both novice and experienced teachers; developing context-dependent observation forms; updating observation forms and checklists; employing mixed-methods inquiries; administering both direct and indirect observations; pursuing pedagogical improvement for teachers; and administering follow-up observations. The study found that effective observation requires administrators to constantly revise observation criteria based on students' and instructors' needs, pedagogical policies and priorities and to recruit and train qualified observers. The study discusses its implications for EFL practitioners, supervisors and administrators. |
| کلیدواژه ها |
| EFL classroom observation; observers' perspectives; semi-structured interview; characteristics of observation and observers |
| وضعیت: پذیرفته شده |