Proceedings of the 6th Global Conference on Education and Teaching
Year: 2024
DOI:
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A Case Study of a Competency Based Teacher Training Course
Dr. Elaheh Tavakoli
ABSTRACT:
The present case study reports on an innovative teacher training course with 14 Iranian senior undergraduate student-teachers majoring in Teaching English as a Foreign Language (TEFL). The course was developed after a Competency Based Teacher Education theory (CBTE) to assess student-teachers’ practicums via three sources (self, peer-group and teacher-educator) and based on the Teacher Observation Instrument (TOI). The aim was primarily to see if there was congruence among the three sources in assessing student-teachers’ performance and secondarily to know what the attitude of the course participants was towards the course and three modes of assessment. Pearson Correlation showed peer-group assessment relatively congruent with both teacher-educator assessment and self-assessment. The results from semi-structured interviews with student-teachers showed that they favored peer-group and teacher-educator assessment more than self-assessment and that the course made them teach more reflectively.
keywords: competency, peer-group assessment, self-assessment, teacher-educator’s assessment