Classroom observation as reflective practice: a pre-service TESOL teacher’s professional development

A reflective practice is crucial for pre-service TESOL teachers’ initial training and ongoing professional development. This paper reports on classroom observation as the reflective practice in teaching English to adult learners of other languages in Australia. Using participant observation as a research method, a pre-service TESOL teacher observed natural ESL teaching sessions of different class levels for 20 hours, following carefully planned procedures (pre-observation, during observation and post-observation) and using practical observation tools and techniques. Three significant findings emerged as a result of critical reflection and analysis. First, the ESL teachers established student-teacher rapport through flexibly managing and supporting the learning needs of adult students of diverse language and cultural backgrounds. Second, the teachers facilitated student learning by focusing on learner numeracy skills through teaching relevant vocabulary in context and peer-learning activities. Third, the ESL teachers succeeded in motivating students to participate in learning through scaffolding student-centered and communication-based learning tasks. The paper concludes by summarizing the key points covered, discussing the limitations and the pedagogical implications of classroom observation as a meaningful reflective practice and professional development.