The Development of a Progress Checklist for In-Class Observation and Instructional Mastery of English Through Training for New Teachers

Abstract

The present study aims to develop a checklist for classroom observation and examine the process by which a novice junior high school teacher of English gains instructional mastery through new teacher training. The novice teacher's classes were observed for one year, and each time, she was given advice by her mentor (the author). The novice teacher found it more difficult to grasp certain proficiencies as opposed to others. Through this research, it was found that additional training (e.g., in classroom English, story-centered oral introduction, mim-mem, pattern practice, blackboard writing, and other teaching techniques) should be planned more effectively in both pre-service and in-service training. Teacher-specific phonics, pronunciation, and grammatical points should be focused on and trained for individually within the teacher educational curriculum and additional training.