Inside the Classroom: Observations on the Professional Context of an English Teacher

Abstract

Observation practices in teaching English as a Foreign Language (EFL) are essential for future educators. Observations in classrooms give education students practical insights into classroom management and teaching techniques, helping them refine their own practices for future teaching. The main objective of this research is to describe and explore the context of the teaching profession of an English teacher through observational practices. The study employed a qualitative, descriptive approach in which an observation of a teacher from a private institution was conducted to understand their professional context. A total of 40 hours of observation were carried out, focusing on the interactions between the teacher and students, as well as the teaching strategies used. Data were recorded through field notes and categorized to identify patterns in classroom management and the teacher’s teaching methods. The study found that the teacher used effective learner-centered and communicative approaches, boosting student motivation and participation. Classroom management and feedback were strong, though the teacher used English less frequently (30%), suggesting room for improvement in language use during instruction. In conclusion, observation practices are vital for EFL teachers, offering practical insights and skills to enhance teaching effectiveness and confidence.