Observation as a learning tool in preservice teacher education
Sanja Čurković Kalebić
Faculty of Philosophy
University of Split
“There is no substitute for direct observation
as a way of finding out about language
classrooms”
(Nunan, 1989:76)
What is observation?
Observation is a “non-judgmental description
of classroom events that can be analyzed and
given interpretation”
(Gebhard & Oprandy, 1999:35)
Why classroom observation?
Classroom observation “opens up a range
of experiences and processes which can
become part of the raw material of a
teacher’s professional growth?”
(Wajnryb, 1992:1)
Observing experienced second language teachers
student teachers can
 develop an awareness of the principles and
decision making that underlie effective teaching
 distinguish between effective and ineffective
classroom practices
 identify techniques and practices they can apply
to their own teaching (Day, 1990:43)
 refine the ability to observe, analyse, and
interpret (Waynryb, 1992:7)
How to observe?
Approaches to observation
(Day, 1990)
- Qualitative
approaches (include educational
etnography, introduce student teachers to the
complexity of the language classrooms and help them
to see the multiple roles of the second language
teacher)
- Quantitative approaches (make use of observation
techniques and instruments by means of which
behaviours in the classroom are observed)
Observation task
 It is a “focussed activity to work on while observing a lesson in
progress”. (Wajnryb, 1992:7)
 Observation task
 “limits the scope of what one is observing and allows one to
focus on one or two particular aspects”,
 “provides a convenient means of collecting dana that frees
the observer from forming an opinion or making an on-thespot evaluation during the lesson. The judgmental and
interpretative side comes later, after the lesson, and will be
based on the complete data that has been collected.”
(Wajnryb, 1992:8)
Study
Aim
 To gain an insight into the nature of student teachers’
learning about teaching through classroom observation
Research questions
 To identify the elements of teaching that draw student
teachers’ attention while they observe mentors teach
 To identify student teachers’ needs with respect to
teaching strategies
Database
 40 observation sheets




filled in by 40 student teachers of
English language and literature at the University of Split.
Observation task:“Lesson planning” (Wajnryb, 1992)
Objective: to determine- through a set of focussed and guided
questions-what decisions the teacher made in planning the
lesson
Procedure:
Observe a lesson, make notes of observations, write down
inferences concerning the teacher’s decisions, make a note of
questions that you would like to ask the teacher about the
various decisions taken about the lesson.
Example (Waynryb, 1992:76)
Observation
Inference
Discussion question
T uses pictures and realia
to explain meaning of
words
Evidence of planningThese words considered
potentially difficult
How were the difficult
words chosen?
Data analysis – Part I
 Inferences about the teacher’s decisons:
 Ss noted down 262 inferences for 225 observations
 Inferences were classified with respect to the guiding
questions (Todd, 1997)
Data analysis – Part II
 213 discussion questions were noted down.
 Questions were analysed with regards to the type of teaching
strategy they refer to.
 Classification of teaching strategies was made on the basis of
the list of foreign language teaching strategies that may be
found in literature (e.g.Todd, 1997).
 The following strategies were identified in the database:
beginning lessons, presenting and explaining, motivational
strategies, code-switching (use of mother tongue),
questioning, classroom management, providing feedback,
correcting, checking comprehension and learning, timing, aids
and material use, ending lessons.
 For each question it was decided whether it refers to the
choice, use or efficiency of a particular teaching strategy.
 Examples from the database:
Choice of strategy (example from the
database)
 Observation:
The teacher asks learners about their pets.
 Inference:
- Evidence of planning:
The teacher wanted to set up an activity that promotes
communication, to enable learners to improve their speaking skills.
 Question for discussion:
Should learners’ errors be corrected in this type of
activity?
Use of strategy (example from the
database)
 Observation:
The learners read the text of the new lesson out loud. They have already
heard the text from the cassette player. Some learners mispronounce new
words.
 Inference:
- Evidence of planning
The teachers wants the learners to master pronuncation and intonation.
 Question for discussion:
Should learners be corrected immediately or should errors be
corrected when the learner finishes reading the text?
Efficiency of strategy (example from
the database)
 Observation:
Learners are retelling the text using “there is” and “there are”. The teacher
corrects errors in their talk.
 Inference:
- Evidence of planning
In this way the teacher wants to make learners use the new vocabulary.
 Question for discussion
It is evident that the learners do not understand the use of
“there is” and “there are”. Shouldn’t the teacher explain this
structure again instead of correcting learner errors?
Findings
Inferences about teacher
decisions-results of
analysis
The distribution of inferences concerning the teacher’s
decisions
 1. Checking for comprehension and learning
19.08%
 2. Motivating the students to the lesson
11.83%
 3. Providing safe context for practice
11.45%
 4. setting up activities that promote communication
9.16%
 5. Helping students to identify rules and organise
8.01%
new knowledge
 6.The aids to be used in various parts of the lesson
7.63%
 7. Establishing a certain classroom atmosphere
6.10%
The distribution of inferences concerning the teacher’s
decisions- ctd
8.5
Involving the students
and drawing out passive knowledge
4.58%
8.5 Lexis:how much to teach?What?When?
4.58%
And how?
8.5 How information is to be organised and shared
4.48%
11.5 Establishing a framework in which students
work without the teacher
3.81%
11.5 Ending the lesson and linking it to previous/future
ones
3.81%
13 Realistically contextualising the language
2.67%
14. Integrating skills involved in the lesson
1.52%
15 Shifting the focus and patterns of interaction
1.14%
Questions about teacher
decisions- results of
analysis
Type
of strategy
Table
2. Frequency
Frequency
questions (%)
of questions
aboutofteaching
strategies in
the
sample
1. Explaining
35 (16%)
2. Classroom management
31 (15%)
3. Questioning
25 (12%)
4.Timing
20 (9%)
5. Motivational strategies
19 (9%)
6.5 Correcting
16 (8%)
6.5 Aids and materials use
16 (8%)
8. Ending lessons
15 (7%)
9.5 Beginning lessons
14 (6%)
9.5 Checking comprehension and learning 14 (6%)
11.Code-switching (use of mother tongue) 4 (2%)
12. Providing feedback
4 (2%)
TOTAL
213 (100%)
Examples
Choice: “What are other techniques for introducing new lexical items?”
Use: “Should grammar be taught deductively (as is the case here) or inductively?”
Efficency: “ Will comprehension be faciliated if learners are given an example?”
Choice: “Should language practice be organised as a whole class activity?”
Use: “Shall we try to invole all the learners to participate in discussion or only the
strongest students?”
Efficiency: “Is working in pairs efficient?”
Choice: What are the criteria according to which questions are asked?”
Use: How many questions are to be asked when revising the previous lesson?”
Efficiency: Are pupils ready to answer the questions only after two reading of the text?”
Choice: “How much time should be reserved for repetition?”
Use: “Why did she give them homework in th emiddle of the lesson?”
Efficiency: Does the teacher give them too much time (they finish early and get
restless)?”
Choice: “How to decide what kind of motivation to use before the lesson?”
Use: “What to do if the learners are not interested in the topic of conversation?”
Efficiency: “Is this kind of motivation a waste of time?”
Choice:”Should the learners who memorised the words incorrectly be corrected?”
Use: “Should we correct learners by interrupting them or wait till they finish reading?”
Efficiency: “Should the teacher, instead of correcting learner errors, explain the
structure again? It is evident that they have not understood)?”
Choice:”What other aids could be used in the process of vocabulary acquisition?”
Use: “Is it necessary to play the CD three times?”
Efficiency: “Is the use of realia too childish for the learners of the 6th grade?”
Choice: “How to decide how to end the lesson?”
Use: “ What to repeat at the end of the lesson?”
Efficiency: “Is this a good way to end the lesson?”
Choice: “How to decide how to start a lesson?”
Use: To what degree does informal discussion help in preparing learners for the
lesson?”
Efficiency: “Was there a better way to start a lesson?”
Choice: “What is the best wayto organise comprehension practice?”
Use: “How many questions to ask to check their comprehension of the text?”
Efficiency: I”s this a good way to check their vocabulary knowledge?”
Choice: “Should we introduce new vocabulary in the mother tongue or in a foreign
language?
Choice: “Should we always evaluate their (learners’)work?”
Use: “How to grade their homework?”
Distribution of student teachers’ interest for the types of knowledge about teaching
strategies (first five strategies in ranking)
Ranking
Strategy
Choice of strategy
Use of strategy
Efficiency of
strategy
1.
Explaining
6.57
6.10
3.75
2
Classroom
management
4.69
4.69
5.16
3
Questioning
2.34
6.10
3.28
4
Timing
5.63
3.28
0.46
5
Motivational
strategies
4.69
0.93
3.28
Main conclusions
 Findings from this study show that at the beginning of
their teaching pratice student teachers possess high
awareness about the necessity of gaining competence for
making decisions about teaching strategies.
 The results of the analyses indicate that student teachers
are aware not only of the need to acquire a repertoire of
teaching strategies but also to develop criteria for
choosing appropriate strategies.
Implications for the teacher education
and further research in the area
 A systematic acquisition of teaching strategies might promote
more active student teacher’s role in observing mentors teach
and in critical consideration of own attitudes.
 Further research in this domain could investigate the nature
of developing competences with respect to student teachers’
decisions about teaching strategies.Such research should be
based on student teacher written feedback about the factors
that influence their decisions as well as the experiences upon
which they make/change their decisions.