Page 120 - The SpeakTeach method - Esther de Vrind

Chapter 5. Perspective of the teachers – professional development
applied. For each SpeakTeach lesson series teachers filled in the questionnaire and made a visual representation (instruments 3). After about four months the teachers were asked to evaluate the SpeakTeach lesson series they had conducted (instrument 4a). They scored their satisfaction with the achievement of their goals (instrument 4b) and indicated to what extent they intended to apply all or parts of the SpeakTeach methodology in the future on a 7-point Likert scale (instrument 4c). After the intervention some teachers (n=6) kept in touch with the facilitator on their own initiative and proceeded with the SpeakTeach method for the rest of the school year and continued in the new school year. The other teachers (n=5) were asked by e-mail whether they had continued with the SpeakTeach method in the new school year (about 7 months after the intervention) (instrument 5).
5.4.6 Analysis
An overview was produced for each teacher which consisted of five types of data: teachers’ intended goals (instrument 1b); the scores for the extent to which the teachers were satisfied with the achievement of their goals (instrument 4b); the application of the procedures of the SpeakTeach method in the lessons (instrument 1 and 3); the score for the extent to which the teacher intended to apply all or parts of the SpeakTeach method (instrument 4c); and continuation or not with all or parts of the SpeakTeach method in the new school year (5). In order to produce this overview, the data about the goals and the application of the procedures were encoded as set out below.
Coding goals
To determine whether the teachers’ goals were congruent with the goals of the innovation or were other teaching goals, the data (instrument 1c) were encoded as follows:
1 = related to the goal of procedure 1, namely insight into learners’ learning process and alignment of speaking activities with input and exercises;
2 = related to the goal of procedure 2, namely to adjust steering of working method, input and exercises to learners’ autonomy and/or preferences;
3 = related to the goal of procedure 3, namely to adjust feedback to individual learning needs. O = Other goals which may be related to teaching speaking skills but which were not included in the goals of the procedures, such as: improvement of speaking activities, and improvement of the testing of speaking skills. Practical goals were also included, concerning, for instance,
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