In this paper, the term model (or approach) is meant to characterize the overall way in which a pre-service program presents or delivers knowledge to its learners. The Apprentice-Expert Model (Day, 1991) is the oldest form of professional education and is still used today in ESL teacher education, albeit rather limited. Its conceptual basis, however, is widely used in practical
courses in which students work with classroom teachers, often referred to as collaborative teachers. The underlying assumptions underlying this model are as follows. In its most basic form, the craft model consists of learners or beginners working closely with specialist teachers. Trainees are obliged to learn by imitation all the teaching techniques used by experienced teachers.
Knowledge is acquired as a result of observing, guiding, and practicing.
The applied science model put forward by Wallace (1991). This model gained power from the achievements of experimental science. The applied science model is based on the following assumptions: Teaching is a science and so can be tested in a reasonable and objective way. Teachers learn to become teachers by teaching research-based theories. These theories are being communicated to the students only by those who are considered professionals in the particular field. Teachers are supposed to be educated when they become proficient enough to apply these theories in practice.
In the reflective model (Clegg, 2000), reflective practice has become a dominant pattern in the study of teacher language education and programs around the world. But it is not an innovation in teaching. It has its origins in the work of some theorists and educators. The reflection model is based on the assumption that teachers develop their professional competence by reflecting their own practices. In other words, a teaching experience is revoked and considered to achieve an evaluation and provide input to future plans and actions.
2.4.2. Peacock’ model
Peacock‘s (2009) model is a recent model of assessment in the context of Turkish universities. According to Coskun and Daloglu (2010) , Peacock‘s model has been effective in providing multidimensional feedback about the program being evaluated. Most specifically, Peacock‘s questions have
encouraged the participants to consider the following aspects of the program:
its philosophy, the knowledge provided through the program, the reflection student teachers engage in during the program and the reflective skills they develop, relationship among the courses in the program, the types of competences developed through the program, and the extent to which student teachers‘ need are met. Contrary to most program evaluation models that have chronological approach that addresses the planning, implementation, and evaluation phrases of a program, Peacock‘s model has enabled addressing components that are critical in educating English language teacher candidates.
Minott and Young (2009) considered reflexive diary recording as a source of evaluation of training programs. And more specifically, they have developed a hybrid approach that is published through reflective assessment and journaling. Although the benefits of using a variety of sources for evaluating a previously highlighted training program by Darling-Hammond (2006) and Schwille, Dembélé, and Schubert (2007), their research has introduced the concept of a mixed evaluation method that includes both diary and reflective logs.
Similarly, the research conducted in Singapore, Chong and Cheah (2009) explain the development as well as the foundational values of concepts, skills and frameworks, and through an assessment program, they looked at the validity and reliability of the items developed through the VSK (Values, Skills and Knowledge) framework to evaluate the values, skills and knowledge that graduates receive. Through their preparation program, they become English teachers. Based on the data they collected from last year students preparing for graduation, they stated that while the VSK framework provides trainees with the ultimate knowledge of teaching and learning, it is isolated between the ideal theory and the practical implementation steps. They
assert that trainees should consider initial education as a part of continuing high-quality learning and they need to develop a problem-solving skill and attitude from learning to accumulating experience through reflection. Hence a challenge to the teacher's education then becomes one of the perceptions of the whole experience and knowledge that have been managed contextually as a complement to discuss the framework for informing the practice of teaching and learning.
In conclusion, these models focus on assessing the personal and professional development of the teachers in the training program.
2.5. Teacher training for teaching English to young learners