Abstract
This article introduces the Instructional Field Observation Rounds Model (INFORM), drawn from the medical profession where resident interns make rounds with experienced physicians, as an alternative approach for conducting classroom observations in pre-service teacher education methods courses. INFORM centers on structured group observations in P-12 classrooms, followed by interactive debriefing between methods students, their instructor, and observed classroom teachers. This shift from traditional field observations contributes in addressing the call for transformational change in teacher education with explicit connections between theory and practice (Zeichner, 2010a). We argue that INFORM allows pre-service teachers to focus more intently on improving content-specific teaching practices through a unique community of practice.
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