An assessment of pre-service language teachers’ practicum observation forms: descriptive observation vs. critical observation

Practicing the role of teacher and auditing/observing experienced teachers are essential parts of practicum studies of pre-service teachers. Regarding observation we differentiate between two kinds of practice: descriptive observation and critical observation. In this paper we reported on 38 pre-service teachers’ weekly practicum study observation reports of the classes they taught and audited over a twelve week period during their practicum study. The study examined the level of critical observation in the observation forms of pre-service teachers over twelve weeks’ period. Results showed that pre-service teachers mostly focused on the identification of techniques and strategies their cooperating teachers employed and only rarely were critical regarding the cooperating teachers’ lesson preparation, classroom management, communication with her/his students and his/her using methods and techniques during the classes. This paper discusses the drawbacks of simple, descriptive observation and provides guiding questions to help pre-service teachers conduct critical observations in their practicum study