Page 123 - The SpeakTeach method - Esther de Vrind
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were related to procedures 1, 2 or 3 of the SpeakTeach method, or to other goals (O) which were not part of the SpeakTeach method. The third column shows their satisfaction with the achievement of the goals on a scale of 1 (not satisfied) to 7 (very satisfied). The fourth column shows the steps in the application of the procedures of the SpeakTeach method starting with their regular teaching practice (first number) to several SpeakTeach lesson series. In the overview (Table 5.1, column 4) the first number refers to the score for their regular teaching practice, the second number refers to the first SpeakTeach lesson series, the third number to the second SpeakTeach lesson series and if there is a fourth number, it refers to a third SpeakTeach lesson series. The fifth column expresses the intention to apply all or parts of the SpeakTeach method in future on a scale of 1 (no intention) to 7 (very strong intention) and the sixth column shows the effective application of the procedures in the subsequent school year. The last column ‘interpretation’ describes the relation between these data (as a response to the three questions in the section headed Data analysis, research question A above).
The interpretations in the last column show that all teachers had goals (29 in total) that corresponded with the goals of the innovation (2 teachers formulated goals related to all three procedures; 9 teachers formulated goals related to one or two procedures). Furthermore, all teachers had experimented with the procedures of the SpeakTeach method. However, one teacher could not apply procedure 3 (giving adaptive feedback). The teachers were satisfied (satisfaction score of 4 or more) with the achievement of 22 of the 29 goals related to the innovation and less satisfied (satisfaction score <) with 7 goals. Three of these 7 goals were not achieved to full satisfaction by one teacher (G). In the explanatory note teacher G explained that there were exceptional organizational circumstances which made it difficult for her to teach her class face-to-face and therefore to work on her goals. Besides the goals of the innovation, nearly all teachers (10/11) had other goals (23 other goals in total). They were satisfied with the achievement of 19 of these goals and less satisfied (satisfaction score <4) with 4 goals (2 of these 4 goals were not achieved to full satisfaction by teacher G due to difficult external organizational circumstances).
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