Towards a Reflective Textbook Evaluation Model

Abstract

This paper investigates ways in which textbook evaluation can help in implementing a positive change in EFL teachers’ professional careers. It draws the attention of Moroccan high school English language practitioners to the viability of using textbook evaluation as a reflective practice to enhance teachers’ professional development. It argues that a systematic textbook evaluation allows teachers to develop professionally while reflecting on the content of the textbooks they are using. This process can be formative within the formal guided context of in-service teacher training programs where voluntary teachers regularly meet in teacher learning communities (TLCs)devoted to textbook evaluation. The objective of such collective reflective activity is to encourage teachers’ lifelong learning as they will learn from each other’s experiences and improve their teaching practices. Eventually, they will agree on effective reflective practices which promote teachers’ professional development. The findings recorded by TLCs could be used in improving the quality of future textbooks. A survey was designed to explore the attitudes of Moroccan high school English language teachers towards the suggested model of textbook evaluation and its ability to promote teachers’ professional development. The findings demonstrated that the teachers are in favor of the suggested textbook evaluation model as they believe that it has the potential of gearing not only their professional development, but also the quality of current and future ELT textbooks.