Effective second language acquisition depends on effective evaluation of teaching and instruction on how to improve. This book examines how instruction is best codified.

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.

"[C]lear, concise ... [and] very reader-friendly ... I thoroughly recommend this book to anyone involved in the evaluation and education of language teachers in both research and practice ... It more than meets its goal of encouraging a reconceptualization of teacher evaluation." - TESOLANZ Journal

"[T]his volume will be valuable for many readers involved in teacher evaluation and development, particularly via lesson observation and feedback. Various contributors offer fresh and thought-provoking perspectives on familiar issues ... Taken as a whole, the book provides a strong argument for developing processes which empower teachers as active, reflective agents in their own professional learning." - International Journal of Applied Linguistics