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Teacher Trainers’ Secrets:
How to Evaluate a Workshop
and Prepare a Trainer’s Report
Yury Vasiliev and Eugenia Rakayeva
The two authors of this article have been working together as a trainers’ team for a number of years, delivering RWCT workshops for teachers. In the course of this work, we applied various methods to evaluate the quality of our workshops, processed the results, and drew conclusions. At some point, we began to notice that our own judgments about what had worked successfully were not always supported by the subsequent practices of our participants. For example, although at the end of a workshop we felt that our trainees were achieving good results in formulating questions in accordance with Benjamin Bloom’s taxonomy (Bloom, 1956), our analysis of the lessons we visited subsequently showed that these teachers still experienced considerable difficulties with questioning students “a la Bloom.” This finding was quite unexpected, as our positive evaluation of the workshop outcomes was based on procedures recommended by renowned experts, people with enormous practical experience (Kibardina & Alexeyeva, 2001; Chikurov, 2001; Soldatova, Shaigerova, & Sharova, 2000). This contradiction became a source of concern in our work as trainers, and we had to resolve it. We decided to go about this collaboratively, with our colleagues.
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Teacher Trainers’ Secrets