.jpg)
Approaches to Evaluation: in Pursuit of Appropriacy For EFL Pre-Service Teacher Training Programs in Indonesia
Abstract
Evaluation has the potential to support the improvement of education as well as its specific programs, products, and materials. Also, evaluation can uncover the relevance, effectiveness, and efficiency of an education program. Another potential role of evaluation is that it can identify areas for improvement, which further can help develop a more efficient program in the future. The present study seeks to investigate the most appropriate approach to evaluation for the EFL pre-service teacher training programs in Indonesia. Numerous potential approaches were identified and discussed: Pseudoevaluations, Questions Methods-Oriented, Improvement Accountability, and Social Agenda/Advocacy. The present study argues that the Improvement/Accountability Approaches are the most suitable evaluation approach to apply to the pre-service EFL teacher training programs in Indonesia, due to its strength in the philosophical stance that fits with the Indonesian context. Also, the purpose of the evaluation and the various types of informants offer by the approach add to the appropriacy. The study may provide significant contributions to better design more effective teacher training programs, which will lead to producing more qualified graduates
Keywords
Full Text:
Download [PDF]References
Brown, J. D. (1989). Language program evaluation: A synthesis of existing possibilities. In R. K. Johnson (Ed.), The Second Language Curriculum (pp. 222–241). Cambridge University Press.
Chang, Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 55–84.
Coşkun, A., & Daloğlu, A. (2010). Evaluating an English Language Teacher Education Program Through Peacock’s Model. Australian Journal of Teacher Education, 35(6), 24–42.
Guba, E. G. (1969). The failure of educational evaluation. Educational Technology, 9(5), 29–38.
Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42(9), 476–487.
House, E. R. (1978). Assumptions underlying evaluation models. Educational Researcher, 7(3), 4–12.
Klassen, J., Detaramani, C., Lai, E., Patri, M., & Wu, J. (1997). Evaluating the English Foundation Programme in the self-access mode at City University. Case Studies of Improving and Learning from the Action Learning Project.
Liton, H. A. (2013). An assessment of the efficacy of Engineering ESP teachers’ training program in promoting better performance at ESP classroom. English for Specific Purposes World, 37(13), 1–17.
Luchini, P. L. (2002). Evaluation of teachers´ methodology of writing skill teaching: A case study. The Linguistic Association of Korea Journal, 10(4), 211–232.
Lynch, B. K. (1996). Language program evaluation: Theory and practice. Cambridge University Press.
Putra, K. D. C., & Sitawati, A. A. R. (2012). Evaluasi kurikulum bahasa Inggris jurusan Administrasi Niaga Politeknik Negeri Bali. Stilistetika Journal, 1(1), 28–45.
Sceeren, J., Glas, C., & Thomas, S. M. (2003). Educational evaluation, assessment, and monitoring: A systemic approach. Swets and Zeitlinger Publishers.
Scriven, M., & Coryn, C. L. S. (2008). The logic of research evaluation. New Directions for Evaluation, 118, 89–105.
Stewart, T. (2007). Teachers and learners evaluating course tasks together. ELT Journal, 61(3), 256–266.
Stufflebeam, D. L. (2002). Foundational models for 21st century program evaluation. In D. L. Stufflebeam, G. F. Madaus, & T. Kellaghan (Eds.), Evaluation models: Viewpoints on educational and human services evaluation (pp. 33–84). Kluwer Academic Publishers.
Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation theory, models, and applications. John Wiley & Sons.
Suhuri, S. (2008). Model evaluasi pembelajaran Bahasa Inggris SMA. Universitas Negeri Yogyakarta.
Yavuz, A., & Topkaya, E. Z. (2013). Teacher educators’ evaluation of the English language teaching program: A Turkish case. Novitas-ROYAL (Research on Youth and Language), 7(1), 64–83.
DOI: https://doi.org/10.31764/ijeca.v1i3.2129
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 IJECA (International Journal of Education and Curriculum Application)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJECA (International Journal of Education and Curriculum Application) already indexed:
___________________________________________________________________
| |
____________________________________________________________________
IJECA Publisher Office: