DESIGNING A FRAMEWORK FOR CLASSROOM OBSERVATION FOR EFL TEACHERS IN ARAB CONTEXT

Hanan Kutubkhanah

doi:10.24200/mjll.vol7iss1pp18-27

Abstract

This study outlines a framework for Foreign Language (EFL) teachers in Arab context helping them to implement classroom observations in English as education. The research study reflects on designing a wide-ranging multistep framework that helps EFL learner teachers (LT) in execution of classroom observations self-sufficiently. At the same time, it focuses on reducing the likely issue of interpersonal conflicts with other involved stakeholders. The main idea of this paper is to offer LT and instructors in EFL teacher education a practical framework in order toimplement an independent range of classroom observations, facilitating the process of classroom observations in order to add value contribution to overall professional growth of the teachers.

Highlights

Teacher training is a vast field that comprises many subject fields of teacher education
The capability to objectively and effectively make classroom observation is a learned skill but vital to turning into a teaching professional and a life-long learner. But it is very important for a novice teacher to observe EFL classroom activities very closely because such practices allow them to develop as successful teaching professionals
As discussed by Richards and Farrell (2005) who defined language lessons as “self-motivated and up to certain level these are a combination of volatile series of events. These lessons get a complete involvement of varying contributors and usually multiple events happen concurrently. Another commonly noted factor is that the classroom events usually unfold so speedily that in reality the note taking practice of multiple events is almost impossible” (p. 88); most of the ST find it challenging to filter out something worth observing for their professional growth

Summary

Introduction

Teacher training is a vast field that comprises many subject fields of teacher education. The capability to objectively and effectively make classroom observation is a learned skill but vital to turning into a teaching professional and a life-long learner Though it is difficult, but it is very important for a novice teacher to observe EFL classroom activities very closely because such practices allow them to develop as successful teaching professionals. On contrary it emphases mainly on the sociocultural process of adopting for the ST because they externally observe classroom activities and adopt this knowledge as per their own school of though and existing knowledge This idea closely relates to the Vygotskyan belief that emotions can’t be separated from thinking linking to a portion in language teacher education explored by Johnson

Product

Conclusion