Abstract:

Classroom observation, understood as the systematic and purposeful examination of teaching and learning processes, plays a central role in teacher education and professional development. Although traditionally associated with evaluation and control, contemporary approaches informed by the reflective practice perspective highlight its potential—whether conducted by peers, supervisors, mentor teachers, or school leaders—to make implicit dimensions of instruction visible for analysis and reflection. Observation is increasingly promoted as a key device for developing professional capacities and judgment, strengthening pedagogical decision-making, and supporting instructional improvement and innovation. For example, research shows a positive link between classroom observation and teacher self-efficacy, underscoring the importance of providing systematic opportunities to observe teaching throughout the career.

Yet less is known about how teachers actually experience observation in authentic settings and across their professional trajectories, particularly within the field of science education. This study investigates how science teachers experience classroom observation during their initial teacher training and professional practice, examining its frequency, purposes, characteristics, perceived value, and associated emotions.

Participants were 137 in-service teachers enrolled in an online graduate program in Science Education, representing seven Latin American countries and working across all educational levels. Data were collected through a survey combining closed questions on observation frequency and open-ended questions designed to elicit detailed descriptions of their observation experiences, which were analyzed using thematic content analysis.

Results show that classroom observation is more common during initial teacher education than in professional settings. During training, 60.6% observed classes sporadically and 27.7% periodically, while 67.1% were themselves observed sporadically. In professional contexts, however, practices become more irregular: 35% had never observed a colleague’s class and 20.4% had never been observed. Observation during initial training varied significantly by country (p < .001): in Uruguay, 66.7% observed classes periodically, compared to 23.5% in Argentina and 19.3% in Panama. Observation during professional practice varied by age (p < .01): teachers aged 51+ showed the highest engagement (90.9% sporadically and none “never”), whereas younger teachers reported fewer opportunities, revealing a gap in early-career support.

Qualitative findings reveal four main themes:
(1) observation as a gateway to learning and discovery;
(2) observation as an evaluative moment often associated with anxiety and fear of judgment;
(3) uneven or absent observation routines in schools; and
(4) its potential for professional growth and school improvement.

Overall, classroom observation is valued for helping teachers broaden their perspective, make instructional processes visible, and reflect on practice. Yet its use remains inconsistent and highly dependent on institutional culture. We argue for strengthening observation as a reflective device through intentional design, supportive environments, and systematic opportunities throughout teachers’ careers.

Keywords:

Classroom observation, reflective practice, science education, teacher professional development.