Learner observation tasks as a learning tool for pre-service teachers

4.2. Test on reliability and validity of variables

Every task presents one aspect to focus on. These aspects can be observed separately with different groups of learners and in sequence one by one at different meetings with the same group. An observer sets the aims to investigate one particular aspect in depth and to have a holistic view of a specific group

respectively. Observation of the next aspect can add some new data and comments to the previous one, and subsequently can bring some changes to the hypothesis made before. Eventually, at final observation student teachers can combine all the aspects to judge and analyse consistently the learners’ behaviour from the point of their physical position in the classroom, their motivation factors, learning styles and language level. The ‘sequential analysis’ (Becker 1970:79) technique allows student teachers to draw objective conclusions. Objectivity is enhanced by guided categories. The language of categories is concrete, unambiguous and reflects observable physical and learning behaviour of learners in accurate manner. But additional category ‘others’ makes the guidance open and in pilot studying the language of categories can be modified and added.

The learner observation tasks can be conducted by two observers simultaneously from different positions. Spatial location of observers is essential in direct observation (Lofland and Lofland 1995:59), which is why student teachers are recommended to take positions at teacher’s desk in the straight-row arrangement or at a learner’s desk in the horseshoe or modular settings, where they can observe learner’s physical behaviour, facial expressions and grasp learners’ utterances during the learning process. Different location of student teachers can bring additional details to the description of the learner’s behaviour, and the test of congruency of descriptive data of both observers can check the ‘inter-rater’ (Seliger and Shohamy 1989:185) reliability and internal validity of observation. The degree of inter-observer agreement can be easily calculated in percentage agreement according to the formula proposed by Simpson and Tuson (1995:64):

number of agreed observations

Percentage agreement = —————————————× 100% total number of observations

The ratio should not be lower than 80% to consider the observation tasks to be reliable. Further discussion with each other and interviewing the teacher after observation can verify and refine the original description of learner’s behaviour and categories where the incongruence has occurred.

Appropriate comments of student teachers to the categories in the charts during actual observation and coherence between the comments and the focus of the observation task will reveal the evidence of the content validity of the tasks. Moreover, field and jotted notes, comments while and after the lesson should examine the consistency of tasks with the current theories on learning styles and motivation, and reveal the evidences of the construct validity. Criterion validity of the tasks can be easily measured against parallel questionnaires on learner’s personality that student teachers conduct doing the assignments recommended by the Department of Psychology for the Teaching Practicum. Before applying the learner observation tasks into practice the tasks are supposed to be checked on face validity, by consulting with colleagues and methodologists who have some experience in supervision of the Teaching Practicum.

Chapter 5

Discussion

5.1. Classroom climate

‘Classroom’ and ‘social climate’ are two constituents of this notion.

5.1.1 Classroom as a space and its design

Typically a classroom consists of a group of individuals who work together in an enclosed room space over a period of time. Numerous methodologists agree that a place plays an important role in ‘encoding the cultural and social understanding of the behaviour and actions appropriate to an environment’ (Lee, Danis, Miller and Jung, 2001:62). In this view, the classroom is a social and pedagogical entity. It is the place where a structure of social interactions develops and evolves, where a number of events happen and influence students' behaviour. In other words classroom environment involves more than the interaction between teacher, learners, and learning materials or activities: ‘they are social as well as educational actions which will be conducted in a real-world setting which is characterised by a number of pragmatic and attitudinal factors’ (Tudor 1996:155). Classroom size, light, furniture, classroom design, equipment constitute pragmatic factors.

The layout of the classroom with the pragmatic factors inclusively is supposedly designed in a way that supports social climate in the classroom and teaching/learning process. While there probably is an infinite number of ways of arranging a classroom, three are most common: traditional (three or four straight rows), horseshoe (semi-circular rows), and modular (a small-scale design).

Seating arrangement, teaching methods and patterns of behaviour

The particular seating arrangement determines as the teaching method as the students’ behaviour. The traditional straight-row arrangement which is predominating in most educational settings is designed for information delivery methodology. It places the primary interaction focus on the teacher and minimizes student-student communication. With regard to the horseshoe arrangement, it would be the best if both student-student and student-teacher interactions are important to the learning in the class. Classes such as those enhance problem solving discussion and increase ego involvement of most students. The modular arrangement is advocated for classes in which student-student interaction is most important. If groups are formed in the class, this arrangement permits maximum interaction among students within a group while minimizing the interference of one group with another. This arrangement is also recommended for classes which require that the teacher work closely with individuals or groups rather than primarily with the class as a whole.

Location within the seating arrangement implicitly verifies patterns of behaviour and student-student, students-teacher relationship. The classroom patterns involve traditions, set of beliefs and recipes for both teachers and students ‘in the sense that there are tacit understandings about what sort of behaviour is acceptable’ (Holliday 1994:24). The straight-row arrangement requires highly motivated students who demonstrate respect and obedience towards the teacher. In the horseshoe arrangement teacher and students share the focus, and students are supposed to demonstrate mutual respect and tolerant behaviour towards the teacher and each other. In modular arrangement the focus is shifted towards students. The behaviour within a group is more complex as every student with his/her specific character may take active position. Thus every student may exhibit as verbal as emotional behaviour and bring some alteration into relationship and social climate over a span of time.

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