Page 118 - The SpeakTeach method - Esther de Vrind

Chapter 5. Perspective of the teachers – professional development 5.4.4 Research instruments
In order to answer the research questions, we used the following instruments:
1. A self-evaluation by the teachers of their regular teaching practice (see Appendix III), containing:
a. A visual presentation in building blocks of their regular teaching practice (Appendix III.A) The teachers were asked to make a visual presentation in building blocks of a representative regular lesson series in speaking skills (such as Figure 4, chapter 3) in order to show the type and order of the lesson segments that made up their regular lesson series.
b. Goals for improvement (Appendix III.C)
In an open question the teachers were asked to formulate and prioritize goals in order to improve their current practice of teaching speaking skills (a maximum of five goals).
2. Open questions about advantages, disadvantages and difficulties of the Teaching Impact Analysis (see Appendix IV and V (part A), questions 3-5)
From the teaching impact analysis (Janssen et al., 2014a, see chapter 3. and Appendix IV and V, part A) that was used to establish the practicality of the teachers’ regular teaching and the SpeakTeach method, open questions about advantages, disadvantages and difficulties were used in this study. The teachers were asked to write down the five most important advantages, disadvantages and difficulties of their regular methods of teaching speaking skills in a pre-test and a post-test.
3. A description of each SpeakTeach lesson series (Appendix VI), containing: a. A visual presentation in building blocks of the SpeakTeach lesson series
The teachers were asked to visualize each SpeakTeach lesson series they carried out in building blocks (such as Figures 4 and 5, see chapter 3) in order to show the type and order of the lesson segments that made up their lesson series (see Appendix VI, A. Structure of a SpeakTeach round).
b. Questionnaire about the design of the SpeakTeach lesson series
The questionnaire contained 10 closed questions to characterize the lesson series: number of speaking activities; type of speaking activities; place of self-evaluation; type of structure; type of input for improvement; type of supporting exercises for improvement; type of working
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