Feedback on the Classroom Performance of Pre-service English language Teachers in Oman
| Autor: | Wayne Usher, Katie Weir, Moza Abdullah Al-Malki |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Higher education
media_common.quotation_subject classroom performance feedback English language Pre service Consistency (negotiation) Phenomenon Agency (sociology) Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Quality (business) Research question media_common lcsh:LC8-6691 lcsh:English language lcsh:Special aspects of education business.industry pre-service english language teachers 05 social sciences 050301 education SocArXiv|Arts and Humanities General Medicine SocArXiv|Arts and Humanities|English Language and Literature bepress|Arts and Humanities|English Language and Literature lcsh:PE1-3729 Psychology business 0503 education bepress|Arts and Humanities 050104 developmental & child psychology |
| Zdroj: | Arab World English Journal, Vol 11, Iss 2, Pp 18-36 (2020) |
| DOI: | 10.31235/osf.io/nxa2b |
| Popis: | The research reported here is part of a larger, doctoral study that aims at examining the process of assessing the classroom performance of pre-service English language teachers in three higher education institutions in Oman. This article reports on an investigation into the social practices associated with assessing the classroom performance of pre-service English language teachers at Sultan Qaboos Univeristy (SQU), Rustaq College of Education and Nizwa University. Specifically, this study aims at answering one research question: How do stakeholders understand and experience feedback when assessing pre-service teacher classroom performance? The research adopted a phenomenological approach for examining a total of 10 participants’ feedback experiences through semi-structured interviews and observations of the phenomenon in situ. The findings of this study revealed shared understandings about the purpose of feedback for improving pre-service teachers’ classroom performance. However, it was revealed that variations in feedback processes affected its efficacy in enhancing pre-service teachers’ classroom readiness. Pre-service teachers confirmed this finding and expressed their desire for greater agency and some consistency and uniformity in the type of feedback they receive during their school experience. The paper concludes by presenting recommendations that go to heighten the quality of the feedback process provided to pre-service English language teachers in Oman. |
| Databáze: | OpenAIRE |
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