How Am I Teaching? and Where Do I Need Improvement? Core Self-Assessment Questions towards True Language Teaching Professionalism  

Oleh:

Ahsanu, Muhammad

Jenis: Article from Proceeding
Dalam koleksi: 58th TEFLIN International Conference: Language Teaching and Character Building, Semarang, 3rd-5th November 2011, page 1-7.
Topik: Self-assessment; Self-improvement; True Language Teaching Professionalism;
Fulltext: 71.MUHAMMAD AHSANU.pdf (52.09KB)

Isi artikel

Every human kind on this earth conforms to the statement ‘knowledge is power’ and this truism could be applied accordingly to teachers as the most important factor in the success of curriculum enactment within the domain of language teaching. Albeit knowledge is power, knowledge about yourself is mostly likely the greatest power. The power of discovering what you are doing/teaching and how you can manage to improve your teaching can give the light of being true professional. This paper will substantially address the issue of self-assessment for self-improvement in language teaching. It particularly entails instruments designed to give you tools to assess your own teaching independent of others’ evaluation, often sounds very ‘attacking’, which you hardly favor of that. By means of properly administered self-assessment devices, language teachers will have the opportunity to reflect on information pertaining to teachers’ teaching that will ultimately refine teachers’ instruction. This paper is not trying to neglect the significant merits of observation results and feedback conducted and provided by an administrator (principle, assistant principle, department head, senior teachers/lecturers, or colleagues) who possibly pays a regular visit to teacher’s classroom from one to four times a semester. However, as a professional teacher a language teacher may not hinge solely on the administrator’s shoulder just to tell you meaningful data about your teaching. No other personnel learn much better his/her strengths and weaknesses than the teacher himself /herself. Thus, this paper intends to exhibit the very contribution of self-assessment to formulate a plan to institute change, ‘self-improvement’. Hence, the data of this analysis will be based on a small scale research by involving four lecturers, currently teaching ‘packaged courses on teaching’, as the sample selected purposively. The data will be acquired via questionnaires probing their ideas, thoughts, opinions and suggestions on the mechanism and effectiveness of self-assessment in augmenting teachers’ professionalism. This paper then takes descriptive approach in analyzing and presenting its findings. The end goal of this discourse is learning how to learn to be an effective teacher as a bid of attaining ‘true professionalism’ in language teaching—a lifelong pursuit.

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