Abstract
Self- evaluation is a central “tool” to express how we know what we do when we teach, and as we make decisions on our own while we teach, self- evaluation has the power to help us link knowledge and theoretical information and to use each area of expertise more professionally. This paper will discuss primary school English Language teacher trainee’s self- evaluation which will be carried out between the instructor (researcher/ mentor) and the student teacher trainees. This study aims to explore the benefits of the process of self-evaluation during the student trainees while teaching English as a foreign language in public elementary schools in the form of the practice classes (Practicum Course). Another purpose of this research will be to find out more about students’ perceptions, problems and difficulties of teaching the target language (English) to young learners in order to find the instrument that will help the teacher trainees to better prepare, monitor and evaluate their own teaching through the self-evaluation and peer evaluation. The chosen instrument for this research will be observation for each individual by the instructor (mentor) and the teacher trainees, followed by a questionnaire distributed among the teacher trainees. The sample will consist of 30 female teacher trainees. Each participant is assigned four classmates to be observed and evaluated; followed by the mentor observation and evaluation for each teacher trainee. The results were not similar between the teacher trainees and the mentor.
Highlights
One of the productive roles in teacher professional development is teaching experience through self-evaluation (Cowan, 2006)
This study aims to explore the benefits of the process of self-evaluation during the student trainees while teaching English as a foreign language in public elementary schools in the form of the practice classes (Practicum Course)
This research paper aims to explore the benefits of training students for the process of self-evaluation during their teaching the target language (English as a Foreign Language/ EFL) in the form of the practice classes
Summary
One of the productive roles in teacher professional development is teaching experience through self-evaluation (Cowan, 2006). To improve the education of teacher trainees’ program at the College of Basic Education, the teacher trainees should possess certain values and criteria as: communication process and intellectual, moral, verbal as well as professional values. For this purpose, in the practicum course, the teacher’s professional development completed by teacher- student and student- student interaction focuses on forming their own views, opinions, and awareness of their own work. This research paper aims to explore the benefits of training students for the process of self-evaluation during their teaching the target language (English as a Foreign Language/ EFL) in the form of the practice classes (practicum course). With this research paper, it is more important to find out more about teacher trainees’ perceptions, problems and difficulties of teaching the target language to young learners in public elementary schools in order to find the instrument that will help the teacher trainees to better prepare, monitor and evaluate their own teaching through the self-evaluation and peer evaluation. 1.2 Research Questions (1) In general, what was the teacher trainee teaching performance like compared to the instructor’s observation?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
