Evaluating Practicum Performance in ELT: Multi-Stakeholder Perspectives and Implications for Teacher Development

Teaching practicum and its evaluation in language teacher education programs is a complex and multi-faceted phenomenon. This study investigated multiple perspectives on performance evaluation during the teaching practicum in an English Language Teacher Training Program by examining perspectives of university supervisors, cooperating teachers, peers, and the student teachers themselves. Utilizing a 45-item observation checklist and a combination of quantitative and qualitative analyses, findings revealed significant variance in evaluations across groups, with cooperating teachers providing the highest ratings. Interviews and group discussions highlight that while the checklist aids structured assessment, modifications are needed to accommodate diverse teaching contexts. Peer assessment and self-assessment were valued for fostering professional growth, though concerns about objectivity arose when linked to grading. The study suggests refining assessment tools, promoting reflective practices, and training evaluators to improve practicum experiences and support future teachers’ development.