ABSTRACT
One of the most valuable experiences that should precede teaching and continue throughout a teaching career is observing other teachers. Observations can sensitize you to some of the critical aspects of instructional practice and their relationship to teachers’ cognitions. Because teaching is such a complex endeavor, observations must be conducted with a specific focus grounded in a theoretical framework such as our combined model of IPF and TCF. Research further suggests that focused reflections of teaching have been shown to improve preservice teachers’ awareness of students’ various behaviors in the classroom. Such awareness is often referred to as “withitness” (Snoeyink, 2010).
