The Role of Classroom Observation in Pre-Service English Teachers’ Understanding of the Teaching Profession

• Joana Salazar Noguera ^[1]
  1. [1] Universitat de les Illes Balears

     Universitat de les Illes Balears

     Palma de Mallorca, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 30, 2018, págs. 193-206
• Idioma: inglés
• DOI: 10.30827/digibug.54068
• Títulos paralelos:
  • La mejora en la comprensión de la profesión docente de futuros profesores de lenguainglesa a partir de la observación de clase sistemática y no estructurada
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este estudio pretende analizar el impacto de las técnicas de observación de clase sistemáticas y no estructuradas en el proceso formativo de futuros docentes de lengua inglesa. Los resultados, obtenidos a partir de un cuestionario y de diarios, muestran que los participantes (N =171), después de dos meses de observación de clase, desarrollaron su pensamiento crítico y su conocimiento sobre procedimientos didácticos, tales como generar motivación, el uso adecuado de metodologías de enseñanza del inglés y el manejo del comportamiento en las aulas. Igualmente, se produjo un desarrollo de las creencias educativas y la identidad docente de los participantes.

  • English

    This study examines the role of classroom observation in pre-service English teachers’ understanding of the teaching profession. Both systematic and unstructured classroom observations were used to evaluate teacher knowledge and the process that prospective English teachers undergo during a two-month classroom observation period. Based on a questionnaire and journals, our findings show that the participants (N=171) reportedly developed their critical thinking and their basic knowledge of teaching procedures such as generating motivation, using adequate EFL methodologies and classroom management. An extended classroom observation encounter allowed the student teachers’ beliefs to evolve and their identities as English teachers to develop

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