Classroom Observation: Linking Teacher Evaluation and Professional Development in TESOL
This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.
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Teacher Professionalism, Professional Development, Classroom Observation, Teacher Evaluation
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(1) Sayyed Rashid Shah
Lecturer in English, English Language Institute, King Abdul-Aziz University, Jeddah, Saudi Arabia.
(2) Roohul Amin
Assistant Professor, Department of English, Gomal University, Dera Ismail Khan, KP, Pakistan.
(3) Hussain Ahmad
Lecturer in English, English Language Institute, King Abdul-Aziz University, Jeddah, Saudi Arabia.
Views: 3,314·Downloads: 51·Citations: …
The Myth of Downside Risk Based Capital Asset Pricing Model: Empirical Evidence from South Asian Countries
The study aims to empirically investigate the applicability of the downside risk based Capital Asset Pricing Model (CAPM) for four south Asian countries e.g. Bangladesh, India, Pakistan and Sri Lanka. Fama-MacBeth methodology is used for monthly data from January 2007 to December 2017. The results partially supported the predictors of the model for all the four equity markets and can be concluded that the downside risk based CAPM better suits the emerging equity markets. All market players may be benefited with the results concluded in the study. The region have large similarities and the setup of the equity markets is also quite identical, making them suitable for an integrated stock market.
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Downside Risk, CAPM, Fama-MacBeth, PSE, BSE, CSE, DSE
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(1) Syed Aziz Rasool
PhD Scholar, Department of Economics, Federal Urdu University of Arts, Science and Technology, Islamabad, Pakistan.
(2) Adiqa Kausar Kiani
Associate Professor, Department of Economics, Federal Urdu University of Arts, Science & Technology, Islamabad. Pakistan.
(3) Noor Jehan
Assistant Professor, Department of Economics, Abdul Wali Khan University Mardan, Mardan, KP, Pakistan.
Views: 3,471·Downloads: 45·Citations: …
