Abstract
This study reports the results of the assessment of 84 EFL pre-service teachers’ teaching performance who completed a year-long practicum. The participants were videotaped during teaching for a total of ten times. All teaching videos were rated with the Danielson framework for teaching evaluation instrument, 2013 edition which consists of four domains and 22 components with four levels of performance for each component which includes unsatisfactory, basic, proficient, and distinguished. Three domains (planning and preparation, classroom environment, and instruction) including 16 components were used in this study. Analyzing data through a quantitative method found that the highest percentage of all teachers were rated basic, the lowest percentage of all teachers were rated distinguished. Interpretations of findings focus on unsatisfactory level are discussed in order to enhance the quality of teacher preparation programs.
Highlights
Teacher evaluation is a formalized process used to rate teacher performance using instruments that define, assess, develop, and incentivize effective teaching (Maria del Carmen & Lerner, 2019).There is growing interest among educators and evaluators in constructing other forms of assessment that better reflect the complexity of teaching and can provide valid data about competence while helping teachers improve the ability of their work with children
The use of video within pre-service teacher education has been incorporated into the practicum lessons delivered at cooperative schools (Akcan, 2010; Siry & Martin, 2014)
It is a program that connects theory and practice. Significant to this practicum element of teacher education is the support of pre-service teachers and promotion of ongoing reflective practice
Summary
Teacher evaluation is a formalized process used to rate teacher performance using instruments that define, assess, develop, and incentivize effective teaching (Maria del Carmen & Lerner, 2019).There is growing interest among educators and evaluators in constructing other forms of assessment that better reflect the complexity of teaching and can provide valid data about competence while helping teachers improve the ability of their work with children. Significant to this practicum element of teacher education is the support of pre-service teachers and promotion of ongoing reflective practice Innovative ways such as the reflective use of digital media including videos, figures and social medias have been suggested as ways to bridge the gap between theory and practice and provide the opportunity to observe and interact in real-life classrooms (Lemon, 2014). In Thailand, the entire year-long practicum is conducted at the end of the teacher education program (OECD, 2016) In line with this strategy, there is growing research exploring the effects of internships on pre-service teachers’ teaching competencies (e.g., Abhakorn, 2018; Faikhamta & Clarke, 2018; Chailom, 2019). To contribute to a closure of the research gap in the effects of internship on pre-service teachers’
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