Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

participate, and had to participate, or else all of the fill-ins could not be ac-
complished. This was a very well-organized and planned activity.
References
Brown, D.H. (2001). Teaching by principles: An interactive approach to 
language pedagogy (2nd ed.). New York: Longman.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for lan-
guage teaching. New Haven and London: Yale University Press.
SUMMARY
Section 6.1 presented classroom observation as a learning tool for lan-
guage teachers. First, we examined what Uzbek language teachers can do 
before they observe a class – they will need to obtain a lesson plan and 

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RECONCEPTUALIZING LANGUAGE TEACHING
figure out what/how to observe. Second, an Uzbek language teacher then 
takes appropriate classroom observation field notes, which will contain 
observations, inferences, and opinions. Third, we identified common prob-
lems in conducting a classroom observation.
HOMEWORK TASK NINETEEN
With a partner in your in-service teacher education program at the In-
novation Centre, please look over each other’s lesson plans for the micro-
teaching and discern what you would like to observe and how you think 
you would observe the lesson. Then, find 5-10 colleagues to participate in 
the microteaching practice and video record it. Observe each other and 
take field notes. (Providing feedback will be in the next section below.) 
Finally, write-up an observation report of your colleague’s microteaching 
class. (See above for more specifics about how to write-up a report.)
REFERENCES
1. Bailey, K. M. (2001). Observation. In R. Carter & D. Nunan (Eds.), The 
Cambridge guide to speaking English to speakers of other languages
(pp. 114-119). Cambridge: Cambridge University Press. 
2. Diderot, D. (2018). Brainy Quotation. Retrieved on August 20, 
2018 from 
https://www.brainyquote.com/quotes/denis_did-
erot_393574

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CHAPTER SIX: CLASSROOM OBSERVATION, FEEDBACK, AND LANGUAGE TEACHING