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Analyzing a model for alternative assessment and transformative teaching
Normal School Instituto Jaime Torres Bodet BA Program of EFL Teachers for Secondary
Education. Cuautlancingo, Puebla.
Student-Teachers
Something to think about...
In teaching for transformation, teachers set the stage and provide the environment in which the student can articulate and critically reflect on their assumptions and perspectives.
Patricia Cranton
Background
The Normal School Instituto Jaime Torres is a school in charge of training EFL Teachers for Secondary Schools in Mexico. It is located in Cuautlancingo, Puebla.
The Teacher Education programs for Secondary Schools have been in Mexico for a very long period of time.
4 years program
Background
Intensive Teaching Practicum Periods in the fourth year
Teaching Practicum 300 hours
Distributed in periods of 4 weeks at the Secondary School vs 3 weeks in the Normal School.
3 Modules of Evaluation per semester
Background
Taller de Diseño de Propuestas Didácticas y Análisis de Trabajo Docente I y II
Trabajo Docente I y II
Research Question
What would be the best way to assess pre-service teachers and promote transformative teaching?
Introduction
The transformative teaching process promotes valuable changes in teachers‟ thinking, beliefs, ideas, and actions.
Brenes, Cabral, Delgado, Encinas, Salazar, Tomas-Ruzic, Sánchez (2008: 14)
Clinical Supervision
Clinical Supervision is frequently defined as a formative assessment process involving a pre-conference, observation and post-conference cycle (Glickman and Bay, 1990).
Morris Cogan, cited by Acheson and Gall (1977) defines a model for conducting the observation of a teacher as “the rationale and practice designed to improve the teacher‟s classroom performance” (p. 9)
Clinical Supervision
As a father of Clinical Supervision, Cogan believed that data had to be collected from the teacher in the classroom.
The Supervisor and the teacher collaborate to plan programs, procedures and strategies aimed to improve the teacher „s classroom behavior.
Participants
13 Participants
8 women & 5 men
Pre-service English Language Teachers in 7th and 8th semesters.
Clinical Supervision in the Humanistic Evaluation Model
STAGE 1: Pre Conference
STAGE 2: Observation session
A) Teaching the lesson
B) Classroom management
C) Rapport and communication with learners
STAGE 3: Data Analysis/Evaluation session
STAGE 4: Post conference/Feedback session
STAGE 5: Post Mortem Session
5 Phases of Clinical Supervision
Stage 1 (Pre-Conference).
The reason and purpose for the observation
The focus of the observation
The methods and form of observation to be used,
The time of observation
The time for post-conference
Clinical Supervision
Stage 2 (Classroom observation)
Teacher‟s performance
Data collection
Analysis and interpretations are made
Stage 3 (Evaluation)
Reviewing the results of the observation
Identify the strenghts and areas of concern
Clinical Supervision
Stage 4 (Post-Conference)
The supervisor and the teacher collaboratively review and analyze the observed lesson focusing on both the strenghts and areas of concern.
Stage 5 (the Post Mortem)
The supervisor and the teacher agree upon the next plan of action and decide on reasonable time lines agreeable to both.
Pre-service teacher experience
Pre-service Teacher experience
BEFORE USING THE MODEL .
There was little communication between the supervisor with the pre-service teacher.
The assessment was not qualitative.
The teaching practicum was not focused on transformative teaching.
There was not focused areas in the observation sessions
Pre-service teacher experience
WHILE USING THE MODEL.
The use of a diagnostic format was really useful for me, the supervisor and the tutor.
The use of five formats.
There was more communication between the supervisor and the pre-service teacher.
The assessment was more qualitative.
Pre-service teacher experience
AFTER USING THE MODEL.
Put into practice new abilities into the classroom.
Change in certain areas which were not noticed before.
Improvement in certain areas of teaching practicum.
Following the formats helped me to realize the areas where I needed to pay more attention during my classes.
The main objective was obtained (transformative teaching.)
Conclusions
The pre-service teachers are under continuous reflection
The process takes place before, during and at the end of the teaching practicum periods.
The pre-service teachers have the time to share their experience with the supervisor
The supervisor and the pre-service teachers analyze the formats for observation (Domains 2 , 3 & 4)
The pre-service teachers analyze the reflection formats (Domains 1, & 5)
Conclusions
The opinions expressed in the formats showed a real reflection upon their teaching practicum
The self-reflection promotes the transformative teaching process
The Formats used to guide the teaching practicum process promotes a more objective evaluation.
The Evaluation process is more centered into qualitative aspects rather than quantitative.
Speakers:
Supervisor:
Ignacio Delgado Castellanos
English Language Teacher and Teaching Practicum Supervisor
• Student-Teacher:
Victor Manuel Rivera Guzmán
English Language Teacher for Secondary Education
