Peacock’s Evaluation Model

The model was designed by Peacock in 2009 for the evaluation of Foreign Language Teaching (FLT) training programmes. The model is intended to promote regular internal evaluation in FLT programmes. According to Peacock (2009:262) the design is based on the following procedure:

 Review the literature and produce a set of questions.  Establish appropriate sources of data in your setting.  Choose and design data collection methods and

instruments.

 Construct an account by relating each interpretation to the others.

Peacock’s model centres on the effective use of a set of fifteen questions developed from the relevant literature. The list of questions is comprehensive and as such, designed to allow for the collection of valuable information from the different stakeholders involved in a programme (Coskun and Daloglu, 2010:28).

Having reviewed relevant literature on evaluation models, it is important to discuss the aspects of some of the models that have been reviewed that may be of relevance and use in this current study. Generally, the type of model used in evaluation research is to a large extent determined by the form and purpose of the study, the object or programme to be evaluated and the problem to be solved (Hansen, 2005:1). This study aims to evaluate an on-going English language teacher education programme situated within the Nigerian context. As such, it becomes necessary to develop an evaluation model that is not only unique and suitable but equally effective for the evaluation of the English Language teacher education programme within the Nigerian context while

paying close attention to not just the language but also to the intricate interplay of factors and related policies which affect the programme, its implementation and ultimately its impact.

The study can be said to be formative in nature as it is primarily concerned with the evaluation of an on-going language teacher education programme with the aim of using the reports and findings generated to identify the strengths and weakness within the programme. It equally aims to determine the programme’s worth and means by which the programme can further be improved for maximal achievements of its stipulated goals. To this end, it becomes expedient that the evaluator be sensitive to the needs of the programme stakeholders taking into consideration their different value perspectives and the context of the programme. This can be done by identifying the needs of the primary users of the programme (as indicated in the CIPP model) who in this case are the student teachers in the programme. These needs, when compared to the identified objectives of the programme, will undoubtedly reveal the extent to which the objectives of the programme are being achieved.

There will be strong focus on the objectives of the programme as it is the focal point of the study and it determines to a great extent the direction of the study. The model designed will involve the use of a series of logical steps or phases which may not necessarily be represented graphically or in a pictorial manner. It is important to look at both the strengths and weaknesses of a programme and to identify and describe why they occur in a given programme in order to ensure

improvement and maximal output and good quality impact for the advancement of a programme.

Given the fact that the Evaluation Voices model draws on a pool of expertise from similar programmes, it encourages that expertise to be drawn from within individual programmes. This no doubt helps stakeholders involved in the evaluation to develop their skills as well as interests in evaluation which ultimately enables them to also carry out their own personal (which may be on a relatively smaller scale) evaluations within their organisation. An aspect of this approach might be considered in order to encourage the stakeholders to be involved in this study, to invest and build a system of internal programme evaluation within the English Language teacher education programme in both Colleges of Education involved in the study. This will not only assist in exploiting the overall success of the programme but will equally help to identify and nip problems that would otherwise have hindered the progress of the programme in the bud.

Like Peacock (2009), a review of relevant literature is undertaken in this study to examine the nature of evaluation research carried out on pre-service English Language teacher education programme within the context under study. This is, however, taken a step further as some studies on the evaluation of other pre- service language teacher education programmes in other contexts are equally reviewed. The primary focus of Peacock’s model is on the effective utilisation of a set of questions developed from the literature reviewed; whereas, in this study, the researcher uses the research questions as her guide. The research

instruments are chosen and designed based on the research questions which equally determine the sources of data for the study (see Section 3.4.6). The choice of research instruments used in the study shows a one sided view of the programme as only the views of the research participants and programme users are reflected. Coskun and Daloglu (2010:39) identify this as a weakness as the view presented is subjective.

In conclusion, it can be said that there is no one acceptable way of evaluating a programme and to enhance improvement and effectiveness of evaluation programmes, an eclectic approach can be used. Consequently, in this evaluation research, a blend of the different approaches discussed above is adopted as no one model of evaluation is necessarily the best or most appropriate (Stufflebeam and Shinkfield, 2007:7).

2.5. EVALUATION OF LANGUAGE TEACHER EDUCATION PROGRAMMES