Examining Classroom Observation Forms in the Iranian Context: A Rhetorical Analysis of Academic Commentary in Teacher Evaluation

Delivering supervisory feedback to teachers is considered a challenge in teacher education and evaluation. This study analyzed the rhetorical features and effectiveness of the academic commentary that observers write at the end of observation forms. The study aimed to explore the qualitative section of an observation form that is filled out by observers during classroom observation and obtain an understanding of macro and micro features, and how they are perceived by observers and observees through a questionnaire. For this purpose and on account of the Swalesian approach (۲۰۰۴), we gleaned ۲۰۰ commentaries written by different observers across the country, examined the recurring rhetorical patterns of structure, and subsequently developed a questionnaire to elicit the effectiveness of these features in academic commentaries. The result revealed that as a review genre the extracted framework enjoyed a rhetorical structure generically representative of a common practice in characterizing academic commentary in the Iranian context, and in terms of effectiveness, although there were discrepancies, the majority of observers and observees were found to have shared concepts of how to establish rapport, present evaluation, and finalize the academic commentary.

کلیدواژه ها:

Supervisory discourse ، Rhetorical analysis ، Academic commentary ، Class observation ، Teacher evaluation