University Teachers Self-Evaluation: Case of the English Language Department- University of Tlemcen
General Information:
Level |
Magister |
Title |
University Teachers Self-Evaluation: Case of the English Language Department- University of Tlemcen |
Specialty |
Assessment and Testing in English Language Education |
Cover Page:
Outline:
Declaration of Originality
Acknowledgments
General Introduction
Chapter One: Teacher Professional Development: Literature Review
1.1 Introduction
1.2 Scope of Professional Development
1.3 The Importance of Teacher Education and Development
1.4 Professional Development and Teacher Education Throughout Teacher Career Cycles
1.4.1 Definition of Professional Development
1.4.2 Models and Systems of Professional Development
1.4.3 Successful Factors of Teacher Professional Development
1.5 Teacher’s Quality
1.6 Teacher’s Effectiveness
1.6.1 Models of Effective Teaching
1.6.2 Reflection and Professional Development
1.7 Teacher Training and Teacher Development
1.7.1 Teacher Training
1.7.1.1 Pre-Service Teacher Training
1.7.1.2 In-Service Teacher Training
1.7.2 Teacher Development
1.7.3 The Difference between Teacher Training and Teacher Development
1.8 Conclusion
Chapter Two: Teacher Education/Development and Self-Evaluation
2.1 Introduction
2.2 Language Teaching and Teacher Development
2.3 Models for Teacher Education
2.3.1 The Craft Model
2.3.2 The Applied Science Model
2.3.3 The Reflective Model for Teacher Education
2.3.3.1 The Received Knowledge
2.3.3.2 The Experiential Knowledge
2.4 The Reflective Model: Relating Theory and Practice
2.4.1 Stage 1: Pre-Training Stage
2.4.2 Professional Education/Development
Chapter Three: Research Methodology and Data Analysis
3.1 Introduction
3.2 Research Design
3.3 Research Instruments
3.4 Participants
3.5 Data Collection Procedures
3.6 Data Analysis Procedures
3.6.1 Analysis of the Questionnaire
3.6.2 Analysis of the Interview with the Teacher Trainer
3.6.3 Analysis of the Interview with the Head of the Department
3.7 Results and Pedagogical Implications
3.8 Conclusion
Chapter Four: Suggestions and Recommendations
4.1 Introduction
4.2 Reflective Model for Teacher Training
4.3 Teacher Evaluation and Students achievement
4.4 Teacher Quality and Students achievement
4.4.1 Gibb’s Model for Reflective Cycle
4.4.2 Teacher’s Evaluation as a Scholar and Practitioner
4.5 The Use of Portfolio for Self-Evaluation
4.6 Innovation in Teacher Education
4.7 Moodle for Better Teacher Development and Teaching Practices
4.8 Conclusion
General Conclusion
References
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