ABSTRACT
The focus of this chapter is the evaluation of English language teacher education (ELTE) programmes. I describe the ways programme evaluation has developed in recent decades, and how this has shaped understanding, activity and research in the context of ELTE. The notion of effectiveness in ELTE is explored through four programme evaluation focal points: programme content in language teacher education; the timing of evaluation activity; the identity of the evaluators; and the methods of evaluation. Two sets of issues emerge as connecting strands. First, the ways ELTE programmes are designed, implemented and evaluated reflects how knowledge perspectives (language and methodology) are integrated with skills development. Second, the transfer of the practices promoted in teacher education programmes (pre-service and in-service) to the routines of teachers and classrooms is an enduring issue. I examine a range of applications in the evaluation ELTE programmes, drawing on published research studies, and practitioner accounts of programme and policy effectiveness. This includes a survey of strategies and methods developed within programmes and contexts of practice. It discusses the challenge of capturing teacher perspectives on their learning within and outside organised teacher education programmes, and as conceptualised in the disciplines of Applied Linguistics and education.
