Abstract
This thesis aims to provide both trainers and trainees in the field of pre-service and in-service education with a practical teaching evaluation framework. It contains two smaller studies: (1) a formative evaluation of a revision of an existing teaching evaluation model, and (2) the establishment of effective teaching principles as the criteria for actual teaching evaluation. In the first study, the author revised an existing evaluation model that had been created by three professors. The author extended the original three-category model into a four-category model by merging several teaching observation categories, by referring to lesson plans of junior high school English textbooks, and by soliciting comments from teacher trainers (both university professors and high school teachers) who were supervising pre-service teachers. The four categories, Whole Lesson, Each Period, Each Task, and Each Activity evaluation, were designed from general to detailed with the aim of providing teacher trainers with a systematic and effective way to offer teaching comments and suggestions. In the second study, the author rearranged the principles of effective teaching that focused on teaching procedure. With the purpose of setting up a set of guidelines for teachers to adapt and to make their teaching more effective, the author examined the teaching context in Taiwan and sorted the principles into four areas: language skills, presentation principles, classroom management, and assessment. After the sorting of the principles, she conducted a teaching evaluation of a videotaped three-hour lesson by filling in the comments in each of the four categories in the newly revised model. It is hoped that this newly reorganized model and the evaluating principles can serve as the basis for the modification of the original evaluation website and that, with its capability of overcoming space and time limitations, the modified website can have a positive effect on English teaching in Taiwan.