Amanda Howard has worked as an English language teacher, teacher educator, lecturer and coordinator for institutions and universities both in the Middle East and the UK and has extensive experience with both undergraduate and postgraduate students. She researches and writes in the areas of teacher evaluation, observation and feedback in educational settings, language teaching pedagogy and Young Learner education.Helen Donaghue is a Senior Lecturer in English Language Teaching at Sheffield Hallam University, UK. She has worked in TESOL and teacher education in Hungary, the United Arab Emirates and the UK. Her teaching interests include EAP, teaching L2 reading and language testing and her research interests focus mainly on institutional interaction in educational settings. She is currently researching the co-construction and negotiation of face and identity in post observation feedback meetings.

• AcknowledgementsTranscription ConventionsNotes on ContributorsIntroductionHelen Donaghue and Amanda HowardPart 1: Key Approaches1. Reflective dimensions of CPD: supporting self-evaluation and peer-evaluationSteve Mann and Steve Walsh 2. Mentoring for teacher evaluation and developmentLeonardo A. Mercado and Steve Mann 3. Observing for feedback: a counselling perspectiveMick Randall Part 2: Tools for Investigation and Collaboration4. From bit to whole: reframing feedback dialogue through critical incidentsRadhika Iyer-O'Sullivan5. Artifacts in scaffolding the construction of teaching knowledgeMarion Engin6. A system for teacher evaluationPhil QuirkePart 3: Focus on Discourse7. Differences between supervisors’ espoused feedback styles and their discourse in post observation meetingsHelen Donaghue8. Evaluative talk in feedback conferences Fiona Copland 9. Student teacher placements: a critical commentary Neil Hunt Part 4: Participant Responses10. Evaluating experienced teachersMick King 11. Reflective peer observation accounts: what do they reveal?Wayne Trotman12. Giving voice to participants in second language educationAmanda HowardIndex

[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.

Amanda Howard has worked as an English language teacher, teacher educator, lecturer and coordinator for institutions and universities both in the Middle East and the UK and has extensive experience with both undergraduate and postgraduate students. She researches and writes in the areas of teacher evaluation, observation and feedback in educational settings, language teaching pedagogy and Young Learner education.Helen Donaghue is a Senior Lecturer in English Language Teaching at Sheffield Hallam University, UK. She has worked in TESOL and teacher education in Hungary, the United Arab Emirates and the UK. Her teaching interests include EAP, teaching L2 reading and language testing and her research interests focus mainly on institutional interaction in educational settings. She is currently researching the co-construction and negotiation of face and identity in post observation feedback meetings.

• AcknowledgementsTranscription ConventionsNotes on ContributorsIntroductionHelen Donaghue and Amanda HowardPart 1: Key Approaches1. Reflective dimensions of CPD: supporting self-evaluation and peer-evaluationSteve Mann and Steve Walsh 2. Mentoring for teacher evaluation and developmentLeonardo A. Mercado and Steve Mann 3. Observing for feedback: a counselling perspectiveMick Randall Part 2: Tools for Investigation and Collaboration4. From bit to whole: reframing feedback dialogue through critical incidentsRadhika Iyer-O'Sullivan5. Artifacts in scaffolding the construction of teaching knowledgeMarion Engin6. A system for teacher evaluationPhil QuirkePart 3: Focus on Discourse7. Differences between supervisors’ espoused feedback styles and their discourse in post observation meetingsHelen Donaghue8. Evaluative talk in feedback conferences Fiona Copland 9. Student teacher placements: a critical commentary Neil Hunt Part 4: Participant Responses10. Evaluating experienced teachersMick King 11. Reflective peer observation accounts: what do they reveal?Wayne Trotman12. Giving voice to participants in second language educationAmanda HowardIndex

[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.

Amanda Howard has worked as an English language teacher, teacher educator, lecturer and coordinator for institutions and universities both in the Middle East and the UK and has extensive experience with both undergraduate and postgraduate students. She researches and writes in the areas of teacher evaluation, observation and feedback in educational settings, language teaching pedagogy and Young Learner education.Helen Donaghue is a Senior Lecturer in English Language Teaching at Sheffield Hallam University, UK. She has worked in TESOL and teacher education in Hungary, the United Arab Emirates and the UK. Her teaching interests include EAP, teaching L2 reading and language testing and her research interests focus mainly on institutional interaction in educational settings. She is currently researching the co-construction and negotiation of face and identity in post observation feedback meetings.

• AcknowledgementsTranscription ConventionsNotes on ContributorsIntroductionHelen Donaghue and Amanda HowardPart 1: Key Approaches1. Reflective dimensions of CPD: supporting self-evaluation and peer-evaluationSteve Mann and Steve Walsh 2. Mentoring for teacher evaluation and developmentLeonardo A. Mercado and Steve Mann 3. Observing for feedback: a counselling perspectiveMick Randall Part 2: Tools for Investigation and Collaboration4. From bit to whole: reframing feedback dialogue through critical incidentsRadhika Iyer-O'Sullivan5. Artifacts in scaffolding the construction of teaching knowledgeMarion Engin6. A system for teacher evaluationPhil QuirkePart 3: Focus on Discourse7. Differences between supervisors’ espoused feedback styles and their discourse in post observation meetingsHelen Donaghue8. Evaluative talk in feedback conferences Fiona Copland 9. Student teacher placements: a critical commentary Neil Hunt Part 4: Participant Responses10. Evaluating experienced teachersMick King 11. Reflective peer observation accounts: what do they reveal?Wayne Trotman12. Giving voice to participants in second language educationAmanda HowardIndex

[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.