期刊名称：International Journal of Progressive Education
印刷版ISSN：1554-5210
出版年度：2007
卷号：03
期号：03
出版社：International Association of Educators
摘要：The paper emerged out of my own and my colleagues¡¯ growing discontent with the
traditional, ill-organized and unproductive way of evaluating the one-month-teaching
practice of student teachers of English Language Teaching (ELT) at Haramaya
University. It advances the argument that student teacher evaluation systems should
be restructured to represent the voices and experiences of the student teachers.
Towards this end, I proposed a mentoring framework that potentially encourages
student teachers to become critical practitioners. The model I propose emphasizes the
professional agency of the student teacher. The paper holds the position that to
transform their views of teaching and learning, student teachers as well as their
trainers should be empowered to seek justice and emancipation from the traditional
model of evaluation. Finally, it attempts to leave readers with the impression that if
we prefer our zone of comfort at the expense of our student teachers¡¯ growth, we must
know that we are jeopardizing the fate of teacher education.
