期刊名称:International Journal of Educational Methodology
电子版ISSN:2469-9632
出版年度:2019
卷号:5
期号:1
页码:71-100
DOI:10.12973/ijem.5.1.71
出版社:Tayfun Yagar
摘要: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 contentbased 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.
关键词:Content based teaching; teacher evaluation; student evaluation; reflective teacher practice; language focus areas; evaluation
utilization.