The role of classroom observation during the english teaching practicum
DOI:
https://doi.org/10.5433/2237-4876.2011v14n1p57Keywords:
Classroom observation, English teaching practicum, Teachers’ developmentAbstract
This paper aims at discussing the role of classroom observation during the teaching practicum of English language by comparing two situations of classroom observation – one as observer and another as being observed. First, we recollected the experience of a group of teachers of being classroom observers in the late 80’s and beginning of the 90’s, and then we investigated their feelings towards being observed in the current status of teachers. This study was grounded on the teaching development approaches discussed by Wallace (1991), Shön (1991) and Zeichner (2008). Results show that the practicum observation remains traditionally the same since the graduation of the research participants, that is, classroom observation still consists of carrying out methodological evaluations of the teachers’ practices, following the science applied model or technical rationality.
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