UPTC Presentation

The class observer and their subject position (s) in the ELT field

UPTC- Instituto Internacional de Idiomas- Seccional Sogamoso, Colombia

Miguel Martínez

My-self intro

Starting Point

AGENDA

Reflection

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

Issues to Consider

Theoretical Frame

Methodology

Final Remarks

That's me...

El video de observación de clases no evidencia el proceso o las dinámicas reales que se presentan en un aula de clases y se realiza por un par anónimo Teacher 1. “Las dos Orillas Blog”

Las observaciones de clases serán evaluadas por otros docentes que sirvan como pares evaluadores certificados y capacitados en el manejo de la matriz de evaluación correspondiente. Evaluación Carácter Diagnóstico Formativa- El Espectador/El Mal Economista

Frente a la cámara (Observación de clases) seguro habrá profesores sobreactuados o circunstancias imprevistas, pero una buena pedagogía se hará notar más allá de los pequeños detalles. Evaluación de Carácter Diagnóstico Formativa- El Espectador / El Mal Economista

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

I see the observation... /observer position…

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

Let's reflect...

Think about… * Reasons I have observed another teacher in my carrer * Reasons I have been observed in my profesional carrer

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

Some wonders about Class Observations

What we see / live with

To understand and improving teaching. The observation uses rubrics to judge the process and giving feedback

Recollecting information and evaluating processes

The observer as an “expert” “high” profile

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

But, we also see...

Believing the observers’ eye see everything (the observer as a machine)

Misunderstanding of the observers’ emotions / feelings

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

CLASS OBSERVATION WORLDWIDE

Antecedents

Reflection Time 2

- Is the Classroom Observation A discourse of modernity? - What / How power issues could be seen in classroom observations? Is It a totalizing and a violent practice? Why

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

THEORETICAL FRAMEWORK

Positioning theory

The Subject position

Observation as a top-down practice

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

The path to follow

RESEARCH VEHICLES AND WAYS TO GO

• Qualitative it underscores the complexity of human experience and social-cultural environment within which education functions (Denzin & Giardina, 2008)

• Interpretative Reflexivity / Interpret methods as explicit as possible (Creswell, 2003)

• Narratives might be text used within the context of a mode of inquiry in qualitative research (Chase, 2005) (Adapted from Denzin, 1989)

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

Narrative-Biographical Study

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

Teammates reflections

Session 2

Session 1

Session 1

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

Narrative Analysis

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

2008Becoming observer, the "Knower Observer" Observed subject

Chapter 1- Playing from Local

Chapter 1- Part 2

Chapter 1- Part 3

2012“The Trained Observer” Training of Observation

2015“The Class observer: Observing in-service teachers”

CHAPTER 2 Was it the best training from experts?

Chapter 2- Part 2

Chapter 2- part 3

Chronological constructions of the Observer's subject positions- Observer Lui

Chapter 3 "A nice talk"

2019"The Reflective Observer” Reflecting upon the positions / roles of the observers.

2017 “The Reasoning Expert Observer”

Chapter 4. The observer, expert words

Chapter 3 Part 2

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD

FINAL REMARKS

Identify, interrogate and interrupt the class observation within the Bilingualism Plan

The importance of Reflexivity in Class observations

The observer as a peer, providing feedback, helping the community

REFERENCES

- Avalos, B. (2018). Teacher evaluation in Chile: highlights and complexities in 13 years of experience, Teachers and Teaching. 24:3, 297-311, DOI: 10.1080/13540602.2017.1388228 - British Council-Secretaría de Educación Distrital, Convenio 1550 (2017). Guías para la Ronda de observación de clase. Escuelas Formadoras y Maestros de Maestros EFMMa. Guía de Rondas de Observación de Clase. https://www.britishcouncil.co/sites/default/files/2._guias_rondas_de_observacion_de_clases.pdf - Bruns B, Costa L, Cunha N (2018). Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? Economics of Education Review. Volume 64, Pages 214-250 - Canagarajah, S. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford, UK: Oxford University Press. - Castro-Gómez, Santiago (2005). La Hybris del Punto Cero: ciencia, raza e Ilustración en la Nueva Granada (1750-1816). Bogotá: Editorial Pontificia Universidad Javeriana Chase, S. E. (2005). Narrative Inquiry: Multiple Lenses, Approaches, Voices. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (p. 651–679). Sage Publications Ltd - Coplan, F. (2008). Decosntructing the discourse: Understanding the feedback event. In S. Graton and K. Richards (eds), Professonal Encounters in TESOL: Discourse of Teachers in Teaching. Basingtoke. Palgrave, Macmillan. - Corona, S. (2019). La producción horizontal del conocimiento. Calas. Centro Maria Sibylla Merian de Estudios Latinoamericanos Avanzados en Humanidades y Ciencias Sociales. Primera Edición. - Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209-240). Thousand Oaks, CA: Sage. - Denzin, N. K., & Giardina, M. D. (Eds.). (2008). Qualitative inquiry and the politics of evidence. Left Coast Press. - Farrell, T. (2011). Keeping SCORE: Reflective Practice Through Classroom Observations. RELC Journal, 42(3), 265- 272.

- Foucault, M. (1982). The subject and Power- Critical Inquiry. The University of Chicago Press. - Jordão, C. M. (2016). Decolonizing identities: English for internationalization in a brazilian university. Interfaces Brasil/Canadá. Canoas, v. 16, n. 1, 2016, p. 191–209. - Maldonado-Torres, Nelson. (2005a). “Liberation Theology and the Search for the Lost Paradigm: From Radical Orthodoxy to Radical Diversality. En Ivan Petrella (ed.). Latin American Liberation Theology: The Next Generation. Maryknoll: Orbis Books. - Ministerio de Educación Nacional (MEN). (2016). Colombia Bilingüe-Teaching Fellowship Program. https://www.mineducacion.gov.co/1621/articles-132560_recurso_pdf_programa_nacional_bilinguismo.pdf - Mignolo, Walter. (2000a). Local Histories /Global Designs: Coloniality, Subaltern Knowledges, and Border Thinking. Princeton: Princeton University Press - Quijano, Aníbal 2000 “Colonialidad del poder, eurocentrismo y América Latina” en Lander, Edgardo (comp.) La colonialidad del saber: eurocentrismo y ciencias sociales. Perspectivas latinoamericanas (Buenos Aires: CLACSO) p. 246. En: <http:// bibliotecavirtual.clacso.org.ar/ar/libros/ lander/quijano.rtf> - Parra, Juan David & Hernández, Carola. (2019). Classroom observation in context: an exploratory study in secondary schools from Northern Colombia. Revista Brasileira de Educação, 24, e240005. Epub March 11, 2019.https://dx.doi.org/10.1590/s1413-24782019240005 - Plan de Bilingüismo Municipal Mosquera. (2012). Mosquera Lives English 2012-2021. Plan de bilingüismo municipal “Mosquera Lives English”. Recuperado de https://mosqueracundinamarca.micolombiadigital.gov.co/sites/mosqueracundinamarca/content/files/000155/7716_mosqueralivesenglish.pdf - Sarasa, M. (2017). Relatos entramados de futuras identidades profesionales docentes. Una indagación narrativa en la formación inicial del profesorado de inglés. Tesis Doctorado en Humanidades y Artes (Mención Ciencias de la Educación) de la Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina) - Vasilachis de Gialdino, Irene (2011). Ontological and Epistemological Foundations of Qualitative Research [85 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(2), Art. 30, http://nbn-resolving.de/urn:nbn:de:0114-fqs0902307 -Wajnryb, R. (1992). Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers. Cambridge University Press

THANKS

THE CLASS OBSERVER AND THEIR SUBJECT POSITION (S) IN THE ELT FIELD