%0 Journal Article 
%A Mammadova, Tamilla
%T A four-stage assessment of AUL (Azerbaijan University of Languages) teachers’ abilities to adapt innovative teaching approaches
%D 2014
%@ 1989-0796
%U http://hdl.handle.net/10017/21581
%X The purpose of this article is to investigate the best teacher evaluation method that can reveal English language
teachers’ abilities to adapt to modern teaching approaches under the conditions of innovative and progressive language
teaching trends. It is also extremely important to find out the general problems that prevent some of the teachers from
using innovative ELT approaches and techniques. Thus, within the general area of teachers’ assessment, twenty
teachers from Azerbaijan University of Languages with the work experience of over fifteen years have been selected for
a four-stage evaluation process that consisted of general English language knowledge testing, class management
observation, teachers’ self-evaluation, and evaluation of the selected teachers done by their students. The analysis of the
completed assessment demonstrates that the best method of teachers’ evaluation is class management observation, since
three other assessment methods seem to be subjective and often groundless. When it comes to the problems preventing
the use of innovative approaches, the most outstanding reasons are the inability of teachers to use technology, and their
unwillingness to adapt to innovations, considering old methods to be the most prominent ones.

%K Assessment
%K English language teaching
%K Evaluation
%K Innovations
%K Teachers
%K Testing
%K Valoración
%K Enseñanza de inglés
%K Evaluación
%K Innovación
%K Profesorado
%K Testing
%K Filología
%K Philology
%~ Biblioteca Universidad de Alcala