The Effects of Collaborative Reflection and Class Observation on Improving the Quality of Teacher-Training Courses

The purpose of this study is to investigate the effects of collaborative reflection and class observation on improving the quality of teacher training courses and consequently students reading comprehension skills. By conducting the Test of English as a Foreign Language (TOEFL) test 11 inexperienced English teachers teaching elementary courses who were at the same level of proficiency were chosen. In addition to a three-day teacher training course for both groups, experimental group recorded and observed their own classes as well as experienced teachers’ classes and participated in collaborative meetings. The study used a mixed-method approach whereby findings were triangulated throughout interview, observation, and test. In order to test students' performance in reading comprehension skill before and after the treatment, a Key English Test (KET) was employed to 74 elementary students .There was a statistically significant increase in KET experimental group final scores before and after treatment. Findings of interview, observation, and test confirmed teachers in experimental were more successful regarding teaching reading comprehension after treatment

کلیدواژه ها:

collaborative reflection ، class observation ، teacher training courses ، mixed-method approach ، Key English Test (KET)