Effective language learning depends on effective instruction. In
order to investigate whether or not this is taking place, teachers'
classroom pedagogical practices, both in-service and pre-service,
are frequently monitored by means of observation and feedback.
However, research indicates that although this process has
potential value for teacher learning and development, there are
also a number of attendant problems and it is therefore important
that practitioners share their experience with others in the field
in order to expand the existing knowledge base. This volume
investigates participant experiences, looking beyond the materials
used and examining the way in which language teachers are evaluated
and supported throughout their careers. Particular attention is
given to the practices and frameworks involved, outlining key
approaches and discussing tools for investigation and
collaboration. The book highlights the importance of the use of
talk to foster reflection and teacher learning, the value of
learning from experienced others and the importance of giving voice
to all those involved in the process of development and evaluation.
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