Verónica Sánchez Hernández

Yonatan Puón Castro

DOI: https://doi.org/10.47133/tegc_ch51  

ABSTRACT

Observations play a key role in promoting the professional growth of language teachers, especially when guided by a supervisor-mentor. Teachers and their mentors collaborate by using practical observation resources framed by a transformative view of English language teaching. Here transformation is a developmental learning process that is undertaken jointly as a social effort. Through such observations, pre-service teachers and in-service teachers learn to reflect on their teaching performance. To facilitate observations and reflections, they use practical, contextualized resources at strategic moments to analyze and reflect on their own teaching. In this chapter, you will learn about the role of observations in the transformative teaching process. You will also learn about an observation model with components, steps, and considerations to be implemented before, during, and after an observation. 

Keywords: observing, observation tools, professional growth, transformative practices, supervisors, mentors, developmental learning process

How to cite this chapter: 

Sánchez Hernández, V. & Puón Castro, Y. (2023). Observing in the Transformative Teaching Process. In V. Canese & S. Spezzini (Eds.), Teaching English in Global Contexts, Language, Learners and Learning (pp. 618-630). Editorial Facultad de Filosofía, UNA. https://doi.org/10.47133/tegc_ch51

INTRODUCTION

In Latin America, the professionalization of English language teaching (ELT) has faced various challenges such as systematizing language education, establishing certification of language levels, and recognizing this discipline as a professional field within public higher education (Quezada, 2013; Sánchez Hernández et al., 2021). Also related are challenges for adopting external language education models and then adapting these models to meet diverse sociocultural needs in emerging ELT contexts. Teacher educators arrange teaching practicums in these diverse contexts to better prepare pre-service teachers for future employment. As such, a related challenge is developing models to prepare these pre-service language teachers for effectively teaching in diverse contexts. To meet this challenge, effort has been focused on redesigning language education pedagogy for current and future teachers to teach in our increasingly diverse and rapidly changing world (Johnson & Golombek, 2018). Through this effort, observations have become essential in our transformative teaching practice.  

BACKGROUND

From a socio-cultural perspective, the main premise for ELT educators is how human cognitive development and learning are inherently social (Vygotsky, 1978). Learning arises through participation in different external forms of social interaction that become internalized psychological resources for thinking (Johnson & Golombek, 2018). This type of transformation from external to internal is not a direct process but rather a mediated process that triggers a transformation in our understanding. Hence, teacher transformation is understood as a process through which language practitioners learn from their teaching contexts by sharing, interacting, observing, and reflecting on these contexts in social and joint efforts (Rogoff, 2003; Vygotsky, 1978).

Teaching approaches traditionally had “limited utility in places other than the places in which they were originally developed” (Pawan & Pu, 2019, p. 2). Similarly, initial ELT programs seemed to promote “a workforce capable of delivering a standardized product into the educational marketplace, capable of using basic tools of the trade such as textbooks–but with little . . . reasoning skills” (Block & Gray, 2016, p. 491). Since the 1990s, global or macro ideologies have influenced language teacher education through glocalization (Robertson, 1992), with global aspects influencing local and, also, with local aspects influencing global. Social, economic, educational, and scientific influences have been driving educational reforms around the world. This, in turn, has led teacher preparation programs to placing greater relevance on supervising and mentoring. 

An effective way to enhance the supervision and mentoring of teaching practices, as well as promote mediation in language education, is for pre-service and in-service teachers to participate actively in observations (Orland-Barak, 2010). Observation is about being an observer in the language classroom and, also, about learning and becoming transformed from being observed (O’Leary, 2014). Classroom observation also plays a key role in teacher education with respect to supervising and mentoring. In numerous contexts, experienced supervisor-mentors have commonly described observation as a powerful tool to enhance teacher learning (Orland-Barak, 2010). 

In this chapter, we conceptualize observation in teacher education as an “appreciation of pedagogical practices where a discursive activity is inherently constructive and builds on informed contemplation in order to build knowledge around repertoires of observed practices” (p. 52). This observation model supports supervisor-mentors and teacher-practitioners at various times during the mentoring process. This two-prong support makes observation central to the teacher-mentor relationship and, also, key to the teacher transformation process (Johnson & Golombeck, 2018).

MAJOR DIMENSIONS

Before participating in observations within a transformative teaching process, establish a strong understanding of teacher observations in general and, more specifically, of the model that you will be using. Consider learning about observations from the perspective of a supervisor-mentor and, also, from that of a teacher-practitioner. To demonstrate this process, we describe a model that we have used when observing English teachers. 

Observation: The Model 

Based on the above literature about teacher observations, we describe an observation model for language teacher educators and their mentees. In this model, classroom observation is perceived as a continuous learning experience for all parties involved. Such observation also serves to create common experiences between the observer and the observed as well as rich points for discussion and negotiation of understandings about language learning and teaching. 

This observation model, which includes a resource guide, was developed during several years of supervising and mentoring pre-service teachers during ELT practicums in Mexico (Brenes Carvajal et al., 2010). This model can be enhanced to meet the specific observation needs of users in various types of institutions and further adapted for the local circumstances of language practitioners and their teaching contexts. Through reflections and conversations among teacher educators, this model can also be adapted for use in other Latin American countries and beyond. 

Observation Cycle: Three Key Components

In the teacher transformation process, an observation cycle can foster dialogue and reflection so that the supervisor-mentors (who will be observing) and the teacher-practitioners (who will be observed) are able to negotiate an observation’s purpose and process. This cycle specifies what takes place before, during, and after an observation. Resources needed for these three moments in the observation cycle are as follows: 

• Before the lesson to be observed, mediation artifacts are needed by practitioners and supervisor-mentors to negotiate the focus of an upcoming observation.

• During the lesson being observed, guides and protocols are used by observers while observing and taking note.

• After the lesson is observed, tools are needed to help mediate the observer’s and practitioner’s post-observation conference and to enhance ongoing communication via written exchanges and face-to-face conversations.

PEDAGOGICAL APPLICATIONS

Upon reaching a basic understanding of how you might use observations in your teacher preparation program, learn about major aspects associated with three strategic moments in the observation process: before, during, and after. 

Basic Steps and Considerations Before the Lesson to be Observed

Collaborate with your supervisor-mentor in anticipation of being observed when teaching an English lesson. Together, make plans for your pre-observation conference, participate in this pre-observation conference, and identify the focus of the planned observation. Gather the needed resources and consider possible follow-up observations. 

Together, decide whether to meet in person or via videoconferencing. Ideally, this conference will occur one or two days before the observation. This will give you, as the practitioner, time to focus on the lesson specifics (e.g., activities, materials) needed to meet your students’ needs. Use this opportunity to prepare for the expected and unexpected. The main goal of this initial pre-observation conference is to build trust and rapport between you and your mentor. This conference is also for you to share information about the class that is going to be observed and to provide other relevant context and background information to your mentor. Later, in future pre-observation conferences for subsequent observations and follow-up conversations, focus on lesson specifics with corresponding negotiations worked out between you and your mentor. 

In each of these pre-supervision conferences, discuss with your mentor about the main purpose for the upcoming observation. Explain the types of feedback that you would like to receive about your teaching. Also share issues that you anticipate may pose difficulties during your lesson. For instance, if some students in the back corner routinely create disturbances when you are trying to teach, ask your mentor to observe interactions involving these students and then provide recommendations to remediate such disturbances. Your mentor will probably offer ways for conducting this observation to respond to your request and suggest potential observation forms (e.g., formats, protocols, guides). Together with the mentor, select an observation form that can guide this observation in meeting your needs. Your mentor will use this form when observing your class and taking notes. 

In these pre-observation conferences, your mentor might use prompts such as these to help you reflect and share in preparation for teaching your lesson:

• How are things going in general?

• How do you feel about the pending observation?

• Would you like to share any updates or developments about this class?

• How do you think you might introduce me to your class or explain my presence?

• Where would you like for me to sit?

• Which activities and/or students would you especially like for me to observe? 

• What kind of notes or feedback do you think would be most helpful?

• Which resources do you feel I should use when taking notes?

• When will you be available for a post-observation conference (e.g., directly after the lesson, later that day, after school, or via videoconference)?

A positive supervising-mentoring relationship is instrumental in supporting your own teacher transformation process. To enhance this relationship, share your self-identified need so that you can receive desired feedback and support from your mentor. In pre-service supervisory contexts, an observation purpose might be for the mentor to observe your lesson for evaluating general performance based on certain criteria or for noticing specific aspects of the program or lesson. Hence, some observation protocols are a type of inventory or checklist covering aspects of your general performance or your performance in a targeted domain (e.g., lesson delivery). 

If possible, take a collaborative approach with your mentor. One way to start is for the two of you to collaboratively examine an inventory of general teaching practices (such as the one used for classroom observations). Together, identify a few items from this inventory with which you need the most help (e.g., maintaining discipline). Such collaboration is best established in pre-observation conferences whether face-to-face or virtual. Although pre-conferences are essential for teacher learning purposes, it is noteworthy that they have not traditionally been part of observations conducted for supervisory and evaluative purposes. So, if your mentor-supervisor has not mentioned a pre-observation conference, consider requesting one to help you to prepare for the observation and, of course, to improve.

Basic Steps and Considerations During the Observation 

As was discussed in the pre-observation conference, your mentor will conduct the observation by focusing on specific lesson aspects and targeted students. During this observation, your mentor might unexpectedly notice other aspects that could become relevant as your lesson advances. And, as was decided during the pre-observation conference, your mentor might also focus on aspects from one or more of these five teaching domains (Brenes Carvajal et al., 2010):

Domain 1—Planning and preparing,

Domain 2—Teaching the lesson,

Domain 3—Managing the lesson,

Domain 4—Establishing rapport and communication, and

Domain 5—Self-mentoring and professionalizing.

For each of these domains, your mentor might use a specific protocol such as the Domain 1 observation protocol in Appendix A (Brenes Carvajal et al., 2010). In this protocol (and other protocols), your mentor can take notes about aspects within that domain such as lesson presentation, task design, lesson and general classroom management, knowledge and awareness of subject matter, teacher rapport, and communication skills. Based on discussions during the pre-observation conference, your mentor might also observe other types of student performance and activities. This selected protocol will probably be used to focus conversations with your mentor during the post-observation conference. This is particularly relevant when the observation is carried out virtually, such as occurred during the Covid-19 pandemic. 

In addition to aspects discussed in the pre-observation conference, your mentor might also notice other aspects such as certain issues or behaviors (positive or negative). Your mentor might take notes about these unanticipated aspects and share them with you to provide additional support and help you grow. When discussing such unexpected aspects during the post-observation conference, your mentor will probably follow a similar approach such as when discussing aspects that had been negotiated during the pre-observation conference. 

Basic Steps and Considerations After the Observation

After your observation takes place, participate in a post-observation conference with your supervisor-mentor. As before, make sure this conference is in a relaxed and safe setting, either face-to-face or virtually. If virtual, your post-observation conference might even take place asynchronously on a blog that resembles an ongoing conversation. Collaborate with your mentor to arrange this post-observation conference immediately following the observation or soon thereafter. Your mentor will probably start this post-observation conference by asking you to share your impressions of the lesson. After this, your mentor might ask clarification questions to elicit deeper understanding and alternative perspectives from you regarding your lesson and, by doing so, guide you in reflecting. When prompted, share what you feel were strengths of your lesson as well as challenges that need further development. When conducting this conference, your mentor might use a guideline, such as Appendix B, to empower you—the person being observed—with leading this post-observation conversation based on what you feel is most important. 

If something questionable or confusing occurred during your lesson, your mentor might discuss this during the post-observation conversation or later in a less formal setting. In a supportive manner, your mentor will ask you about your classroom situation and listen attentively to your perspective before commenting. This type of mentoring often resembles counseling. When prompted, describe the targeted situation. Your reflective response opens a two-way discussion with your mentor about a potentially difficult or sensitive issue. This, in turn, can lead to a resolution with the overall purpose being for you to grow and for your students to benefit. 

In this chapter, you learned about teacher observations as part of a transformative teaching process. You learned about an observation model with three key components and about basic steps and considerations that occur before, during, and after an observation.

Key concepts about observation as a transformative process are as follows:

• A positive relationship between the supervisor-mentor and teacher-practitioner can maximize success with a teacher’s transformative process and minimize challenges. 

• To facilitate this transformative process, the supervisor-mentor and teacher-practitioner are both responsible for evaluating the teaching performance before, during, and after the observation and, also, for reflecting.

• Reflection and self-evaluation are important to the transformative teaching process.

• Participating in observations can greatly enhance understanding and transformation. 

• Observation occurs when an educator carefully observes a practitioner teach, identifies sound pedagogical practices, suggests ways to improve observed practices, and guides follow-up conversations with that practitioner to build knowledge and skills. 

• Transformation occurs when language teachers learn and improve their teaching skills by reflecting on their own teaching while sharing and interacting with another educator who had observed them teach.

Based on observation as a transformative process, answer these questions:

1. Which aspects should you consider when asked by a supervisor-mentor about your relationship with students and why these aspects are important?

2. Which aspects should you consider when asked by a supervisor-mentor about how your lesson addressed the course curriculum content?

3. Which aspects should you consider when asked by a supervisor-mentor about your classroom organization, classroom management, student discipline, and related?

To apply observation as part of the transformative teaching process, do the following:

1. Select three aspects from the protocol in Appendix A and ask a mentor to look for these aspects when observing you teach with the goal of improving. Explain why you chose those three aspects.

2. Systematically conduct a self-evaluation of your teaching practicum, perhaps every two weeks.

3. Keep a record of transformations that have occurred with your teaching and look for patterns. Do this as a journal, recorded narrative, or any other format.

To learn more about observations to transform teaching, visit these websites:

• American English Teaching Forum. https://americanenglish.state.gov/forum 

• Observation protocols for five teaching domains. https://drive.google.com/drive/folders/1WAwdLAkytgF7syyCGZl5Zeeawh8Ipffi?usp=sharing 

• Resilient educators. https://resilienteducator.com/classroom-resources/learning-revolution-transformational-teaching/ 

• Shaping how we teach. https://americanenglish.state.gov/resources/shaping-way-we-teach-english-successful-practices-around-world 

Aspects related to observing and transforming teachers are also addressed in other chapters of this book: 

Chapter 52 Becoming a Reflective Practitioner Through Action Research by V. Canese

Chapter 54 Promoting Collaborative Professionalism Among Pre-Service Teachers by D. Pineda

Chapter 55 Building and Engaging With Your Professional Community by M. Algren 

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Verónica Sánchez Hernández has a doctorate in applied linguistics from the University of Macquarie (Australia) and has worked as a teacher-researcher at the Facultad de Lenguas, Benemérita Universidad Autónoma de Puebla (Mexico). Verónica has also presented at national and international events such as MEXTESOL, the Congreso Internacional de Formadores en la Enseñanza de Lenguas, TESOL International Association, and American Association of Applied Linguistics. Her areas of interest in research and publications are teacher education, professional development, supervision, mentoring, development of academic literacy, and accreditation processes in language teacher training programs. 

ORCID: https://orcid.org/0000-0002-3894-2250

Yonatan Puón Castro has been teaching English as a foreign language since 2005. He holds bachelor’s and master’s degrees in ELT from the Benemérita Universidad Autónoma de Puebla (Mexico) and a doctorate in applied linguistics from the University of Southampton (England). Yonatan has been overseeing the Access Microscholarship Program since 2011. He has also participated in several quality assurance evaluations for the Comites Interinstitucionales para la Evaluación de la Educación Superior and the Consejo para la Acreditación de Programas Educativos en Humanidades. His research interests are language teacher education, heritage languages, and language policies and ideologies.

ORCID: https://orcid.org/0000-0002-1842-4093

Email for correspondence regarding this chapter: veronica.sanchez@correo.buap.mx and yonatan.puon@correo.buap.mx 

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