ABSTRACT

Classroom observation can be a difficult experience for student teachers, and in this chapter, we explore the perspectives of 22 students in a bachelor of arts (BA) in Teaching English to Speakers of Other Languages (TESOL) program at a public university in central Mexico during a course in classroom observation. This research uses a qualitative paradigm to understand and make sense of participants’ understanding of the observation process and to examine the role noticing plays in their development. A number of techniques were used, including observation feedback forms, ethnographic notes, a questionnaire, student journals and a focus group. The data reveal that the participants went through a process of noticing which includes becoming aware in the classroom, then reflecting and, ultimately, acting as they applied their learned knowledge about teaching to their teaching practice. Noticing is recognised as an important skill that may be gained through teacher education programs, making the implications of this study of interest for teacher educators, observers, coordinators, program designers and students pursuing a degree within our profession as it explores ways of developing noticing in student teachers.