Supervision and appraisal of foreign language teachers' performance

Journal article


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Publication Details

Author list: Abelha M
Publisher: Elsevier: Creative Commons Attribution Non-Commercial No-Derivatives License
Publication year: 2015
Journal: Procedia Social and Behavioral Sciences (1877-0428)
Volume number: 174
Start page: 783
End page: 790
Number of pages: 8
ISSN: 1877-0428
Languages: English-Great Britain (EN-GB)


Abstract

Teaching is not only a systemic and
learning-oriented action but also the core of teachers’ professional
assessment. Thus, the problem statement of our study was to analyse the
relations Foreign Language Teachers established between teaching,
supervision and appraisal of professional performance through classroom
observation.

Through qualitative research, the
prevailing supervisive perspective of teaching Foreign Languages, based
on continuing professional development, reflective practices and peer
relationship, proved the importance of both innovative teaching
practices and a continuing assessment of performance over the two
legally-imposed formal moments of classroom observation per evaluation
cycle, at the time this research was conducted.


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Last updated on 2019-13-08 at 00:16