Abstract
Classroom observation has been reported to be stressful for language teachers since it can disrupt the equilibrium and push the teachers towards maladaptive language teacher immunity. The present study is an attempt to shed light on the way classroom observation and a professional development (PD) course on classroom observation contribute to language teacher immunity development through self-organization lens. To this end, the researchers in the current study designed an explanatory sequential mixed method study and 13 novice language teachers were invited to fill language teacher immunity scale before and after a professional development course. The qualitative data were collected through narrative frames and semi-structured interviews. The findings revealed that the immunity level of the students differed significantly before and after the intervention. The findings accentuate the importance of in-service programs in reforming the teachers’ narratives of classroom observations and enabling them to transform classroom observations from threats to opportunities.
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